Module 1 - Case
KNOWLEDGE TRANSFER; PERFORMANCE MANAGEMENT; ON-THE-JOB TRAINING
Knowledge Transfer
Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirements, resignations, and terminations, leaving companies more likely than not to have less growth capacity and less efficiency, especially in the short run.
In the past, the expectation of passing along knowledge and leaving a legacy was a good fit with the values of long-tenured employees who spent their careers with the same company. But in the modern workplace, where four generations work side by side, knowledge is not always well-filtered throughout an organization.
“As the Baby Boom generation of corporate leaders and experts approaches retirement, businesses in the U.S., Canada, and many European nations face the loss of experience and knowledge on an unprecedented scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference Board. “Younger workers can’t be counted on to fill the void, as they lack the experience that builds deep expertise. They also tend to change jobs frequently, taking their technological savvy and any knowledge they’ve gained with them.”
Knowledge does not exist in a vacuum, so it is important to first identify and evaluate what kind of knowledge company executives are interested in capturing and sustaining.
Because so much knowledge transfer is cross-generational, from long-tenured to newer employees, an understanding of different learning styles based on generation facilitates the process. Understanding generational learning preferences and adapting how knowledge is conveyed can make the difference between merely harvesting knowledge and actually using it.
Adaptations should be made when the knowledge is specific to the organization and is mission critical, and when the less knowledgeable employee has specific generational learning preferences. For example, employees entering the workforce may prefer getting Instant Messages (IM) in real time rather than setting a schedule to meet. Gen Y employees may set up blogs to capture knowledge. Firms considering or using knowledge transfer processes should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds, podcasts, and virtual reality.
There are many knowledge transfer methods available, including training seminars, formal education, interviews, mentoring, apprenticeships, instant messaging, job transfer, simulations and games, peer assists, communities of practice, storytelling, wikis, blogs, white papers, and conferences.
Revised from:
American Management Association. (2017). Effective knowledge transfer can help transform your bottom line. Retrieved from http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx.
Assignment Overview
Steve Trautman is ...
Module 3 - HomeTeam Norms and ProceduresModular Learning O.docxroushhsiu
Module 3 - Home
Team Norms and Procedures
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Assess the importance of communication and task norms in guiding the way work is accomplished in teams.
•SLP ◦Identify and analyze communication and task norms in your own team.
•Discussion ◦Develop tips for virtual teams with your virtual team members.
Module Overview
If trust is the "social glue" that holds teams together, norms are the "social grease" that allows us to work together smoothly. Norms are the unwritten laws that govern behavior in groups of people. They tell us what to do, when, and how to do it. Typically, norms emerge over time, and they are shared by all who become members of the team. This is different in the case of virtual teams. Because of the lack of day-to-day interaction, norms in virtual teams must be more explicit, and rather than simply emerging though interaction, they are often consciously negotiated by the team early in its formative stage. When norms are violated or poorly understood, they can cause embarrassment, conflict, and misunderstandings.
There are two types of norms that will be discussed in this module: communication norms, which govern how information is shared, and task norms, which govern how the work itself is organized and monitored.
Communication Norms
Communication norms can be broken down into four types.
Availability norms establish when people will be accessible, and how quickly they will respond to team needs. These norms will determine how often people check communication venues, the appropriate timeframe for response, and boundaries between an individual's work and personal time.
Appropriateness and use of collaboration tools norms ascertain what type of tools are used and for what purpose (see Module 3). They also cover rules of etiquette for using different types of tools.
Exchange norms determine when all members of the team should receive information, when just a subgroup should receive the information, or when it is preferred that individuals just communicate between themselves. Clear exchange norms can help prevent duplication and information overload.
Structure norms are concerned with whether formal or informal channels are preferred for different types of communication. Formal channels include scheduled meetings and teleconferences. Informal channels can include random e-mails and phone calls.
Task and Work Norms
Process norms set out a "lifecycle" for the team project. They insure that sufficient time is allocated to all stages of the team process—Idea Generation, Development, Finalization and Closure (see Module 1). Clear process norms help the team ensure that everyone will be working at the same stage, and facilitate assigning tasks and coordinating work.
Task norms help the team decide what is routine vs. nonroutine work. Routine work can be standardized and efficiency gained thr ...
Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
Very detailed plan of an intervention to help faculty of Higher Education institutions to create or/and redesign their face to face courses into blended or fully online ones. The approach is to coach them, alternate short trainings, pilot the courses or part of them and escalate good practices.
Module 3 - HomeTeam Norms and ProceduresModular Learning O.docxroushhsiu
Module 3 - Home
Team Norms and Procedures
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Assess the importance of communication and task norms in guiding the way work is accomplished in teams.
•SLP ◦Identify and analyze communication and task norms in your own team.
•Discussion ◦Develop tips for virtual teams with your virtual team members.
Module Overview
If trust is the "social glue" that holds teams together, norms are the "social grease" that allows us to work together smoothly. Norms are the unwritten laws that govern behavior in groups of people. They tell us what to do, when, and how to do it. Typically, norms emerge over time, and they are shared by all who become members of the team. This is different in the case of virtual teams. Because of the lack of day-to-day interaction, norms in virtual teams must be more explicit, and rather than simply emerging though interaction, they are often consciously negotiated by the team early in its formative stage. When norms are violated or poorly understood, they can cause embarrassment, conflict, and misunderstandings.
There are two types of norms that will be discussed in this module: communication norms, which govern how information is shared, and task norms, which govern how the work itself is organized and monitored.
Communication Norms
Communication norms can be broken down into four types.
Availability norms establish when people will be accessible, and how quickly they will respond to team needs. These norms will determine how often people check communication venues, the appropriate timeframe for response, and boundaries between an individual's work and personal time.
Appropriateness and use of collaboration tools norms ascertain what type of tools are used and for what purpose (see Module 3). They also cover rules of etiquette for using different types of tools.
Exchange norms determine when all members of the team should receive information, when just a subgroup should receive the information, or when it is preferred that individuals just communicate between themselves. Clear exchange norms can help prevent duplication and information overload.
Structure norms are concerned with whether formal or informal channels are preferred for different types of communication. Formal channels include scheduled meetings and teleconferences. Informal channels can include random e-mails and phone calls.
Task and Work Norms
Process norms set out a "lifecycle" for the team project. They insure that sufficient time is allocated to all stages of the team process—Idea Generation, Development, Finalization and Closure (see Module 1). Clear process norms help the team ensure that everyone will be working at the same stage, and facilitate assigning tasks and coordinating work.
Task norms help the team decide what is routine vs. nonroutine work. Routine work can be standardized and efficiency gained thr ...
Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
Very detailed plan of an intervention to help faculty of Higher Education institutions to create or/and redesign their face to face courses into blended or fully online ones. The approach is to coach them, alternate short trainings, pilot the courses or part of them and escalate good practices.
Online Teaching and Learning
It is one of the most popular types of distance education
It continues to increase for the broader students
It is a part of E-learning
Online teaching is very common for secondary and higher education programs.
The population and institutions that use online learning increased over the last years.
What is Online Teaching and Learning?
Online teaching is a way to escape from the traditional classes.
Join a course or an institution which is far away from you
Study when you want, 24 hour a day and
Be more independent for your learning in your life.
Benefits from online teaching
The only thing that you have to do as a student is to have an access to a computer and Internet.
Computer is the main tool for reading and evaluation
Based on online software that includes different tools and functions
For Online teaching content is delivered synchronously and/or asynchronously.
The content is usually provides as digital textbooks and handouts, or videos etc.
Course content developed by week, section etc,
Tools and Content
Instructors have to guide students from “the other side”
They have a different and supporting role
They use email, forums, discussion boards or instant messaging to contact, interact or evaluate their students
Design and build their courses based on online software that includes different tools and functions that are easy and useful for learners.
Teacher - Instructor
Students have their own responsibilities
They have to develop their new knowledge as they interact with the online environment.
Students use their computer online to interact with their instructor
Their evaluations essays, poster, presentation have to deliver online and digital to their teachers.
Student - Learners
7
Virtual Teams and Protecting Information Assets- Case 4
The Case Assignment for this module involves your analysis of what is known, somewhat known, not known, or "known" but wrong in the area of the management of virtual teams. Since this phenomenon is relatively new, there isn't a large body of knowledge specifically about such teams. Most of the advice floating around about virtual teams comes from one or more of four types of sources:
· The small number of academically respectable research studies on virtual teams
· The very large body of research done on the management of teams generally (dating back to the 1930s and of somewhat questionable generalizability due to differences in tools, culture, society, and just about everything else)
· The modest but steadily increasing body of informal or "practice wisdom" information, generally made available through blogs or other Internet sources
· The quite large body of essentially uninformed but ready-to-be-shared opinion about the topic, also Internet-available
The first two bodies of information are generally easy to identify and distinguish; they'll be found in academic journals, conference transactions, and other such sourc.
ALTHOUGH PAC RESOURCES IS A FICTIONAL ORGANIZATION, IT EXPERIENCES MANY OF TH...MalcolmJerry
ALTHOUGH PAC RESOURCES IS A FICTIONAL ORGANIZATION, IT EXPERIENCES MANY OF THE DIFFICULTIES COMMON IN TODAY’S BUSINESS CLIMATE. IN RESPONSE TO DECLINING SALES, PAC RESOURCES MUST TRANSFORM ITSELF FROM A STRATEGY OF EXPANSION AND HIGH PROFIT TO ONE
Samples Of A Narrative Essay. 4 Easy Ways to Write a Personal Narrative with ...Alexandra Saunders
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Al-Ahliyya Amman University جامعة عمان األهلية.docxgalerussel59292
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
1-1
VENDMACH is a vending machine that accepts nickels, dimes, and quarters, and dispenses gum, apple,
or yogurt. A gum pack costs 15¢, an apple is 20¢, and yogurt is 25¢.
The ma chine has the following 1 - bit input s:
NICKEL: a signal that becomes 1 when a nickel is deposited in the coin slot.
DIME: a signal that becomes 1 when a dime is deposited in the coin slot.
QUARTER: a signal that becomes 1 when a quarter is deposited in the coin slot.
COINRETURN: a signal that becomes 1 when the coin return button is pressed.
GUM: a signal that becomes 1 when the gum selection button is pressed.
APPLE: a signal that becomes 1 when the apple selection button is pressed.
YOGURT: a signal that becomes 1 when the yogurt selection button is pressed.
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
2-1
In addition to these “ user ” inputs, the ma chine has two control inputs:
CLOCK: a timing signal that sequences the state transitions of the machine.
INIT: an initialization signal that resets the machine to a suitable starting state.
The ma chine has thre e outputs:
CREDIT: the amount of money deposited so far and available to make a purchase;
CREDIT, in cents, should be displayed on the LEFT and RIGHT LED digits.
DISPENSED ITEM: the item that was just purchased should be displayed on the
XS40 LED: g for gum, A for apple, and y for yogurt, as indicated in Figure.
Instructions:
Use proteus software to implement the design of system and test it.
BLOOM’S TAXONOMY 2
APA Style:
All parts are not related to each other. Please answer individually APA STYLE:
Part1 – ¾ page (less than 1 page) no cover or reference page needed
https://www.ted.com/talks/michelle_thompson_education_reimagined_through_constructivism
View the TED Talk with Michelle Thompson and respond to the following after viewing this talk.
What is the benefit or benefits of constructivism? How do you believe it can help enhance the educational experience? What was one of the key "takeaways" of Michelle's experience?
Part2: 1 and 1/4 pages: cover and reference page needed
Integrating Educational Technology into Teaching
Pick one of the learning Theorists (i.e. B.F. Skinner, Robert Gagne', John Dewey, Albert Bandura, Jean Piaget, Howard Gardn.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Your HR project to develop a centralized model of deliveri.docxdanhaley45372
Your HR project to develop a centralized model of delivering HR services has progressed through very critical stages of the project thus far. It is now time to present actionable, decision-making information to project leaders. This can be best accomplished when projects have been successfully managed, devoid of any major risks, and have been properly closed out and finalized.
Write a five to six (5-6) page paper in which you:
1. Explain what it means to successfully direct and manage project work and identify and discuss 3-4 strategies you might use to manage and sustain progress in your HR project. Be specific.
2. Identify and discuss a minimum of 3 strategies that could be used to address and resolve any risks within the control of the project. HINT: See Exhibit 14.5 in the textbook. Is any one of the strategies you selected more important than the others? Why?
Exhibit 14.5
RISK EVENT RESOLUTION STRATEGIES RISKS WITHIN PROJECT CONTROL
Understand and control WBS
Closely monitor and control activity progress
Closely manage all project changes
Document all change requests
Increase overtime to stay on schedule
Isolate problems and reschedule other activities
Research challenging issues early
RISKS PARTIALLY WITHIN PROJECT CONTROL
Establish limits to customer expectations
Build relationships by understanding project from client’s perspective
Use honesty in managing client expectations
Work with client to reprioritize cost, schedule, scope, and/or quality
Carefully escalate problems
Build team commitment and enthusiasm
RISKS OUTSIDE PROJECT CONTROL
Understand project context and environment
Actively monitor project environment
Understand willingness or reluctance of stakeholders to agree to changes
3. Describe 2-3 actions a project manager may take as they begin to close out the project. Be sure to justify using the actions you discuss.
4. Review Project Management in Action: The Power of Lessons Learned (pages 518-520 in the textbook) and provide an overview to the project team on the significance of the information. Be specific.
Pg 518-520 from book
PROJECT MANAGEMENT IN ACTION The Power of Lessons Learned Projects are discrete. They have a beginning and an end, at which time the project team disbands and moves on to other things. Despite the fact there has inevitably been significant tacit learning during the project, there is often only a limited capture of this into a sharable form for future reuse. Too often, as the project team dissolves, the learning fades into the memories of individuals minds. This makes it extremely difficult for others to benefit in the future from the insights learned. The usual excuses for this loss echoing through the corridors include just too hard, not enough time, team disbanded before we had the chance, and many more. The key error here is the incorrect assumption that learning during or from projects is an added bonus or a nice- to-have luxury. This is not the case in best.
9/23/15, 6:48 PM
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Module 4 - Case
FEEDBACK LOOP AND ORGANIZATIONAL LEARNING
Assignment Overview
XCG
THE EXCELLENT CONSULTING GROUP
COMMUNICATION FROM ART:
Let's wrap up this project.
So far, ABC Company and Whole Foods Market like what we've been doing. I
have this last project, which involves analyzing Whole Foods Market's feedback
loops and organizational learning opportunities.
I want you to take a look at the feedback loops in Whole Foods Market.
REQUIRED READING:
Refer to the background reading on System Feedback Loops.
Case Assignment
Identify one Balancing Loop and one Reinforcing Loop. These feedback loops
should be critical to Whole Foods Market's performance and success. You should
have a good idea of what these are from your previous analysis.
Explain each one of these loops - what are the causal factors and how do they
affect each other. For the Reinforcing Loop, look for an area where there is
growth. For the Balancing Loop, look for goal behavior. Once you have identified
and explained these critical feedback loops, identify how Whole Foods Market
has generated organizational learning, and how they can go further and generate
additional organizational learning. What do they need to do to improve their
performance further?
Be sure to include references. Turn in the 5- to 6-page paper by the end of the
module.
9/23/15, 6:48 PM
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KEYS TO THE ASSIGNMENT:
This is what you need to do:
1. Determine the two critical feedback loops. Describe each Feedback Loop that
you identify in your organization and explain why you selected them. Make
sure you explain the Loop, the cause and effect process within the
Loop. You could also include a Causal Loop Diagram. If you do, show the
arrows and direction of effect (+ or -). Also, determine what the warrant is for
your case.
2. Briefly discuss the theory of organizational learning so that you provide a
summary of this information to the executives - establish this as common
ground.
3. Identify the learning activities in each feedback loop that Whole Foods Market
has already undertaken.
4. Identify the opportunities for organizational learning in each Feedback Loop.
Make a Case that these are learning opportunities. Logically show how the
feedback process provides an opportunity for the organization to learn and
improve its performance. Be precise. Depth and breadth in your discussion is
always a good thing.
Assignment Expectations
Your paper will be evaluated on the following seven points:
Precision - Does the paper address the question(s) or task(s)?
Breadth - Is the full breadth of the subject, that is, the Keys to the Assignment,
addressed?
Depth - Does the paper .
Syllabus for my Managing Marketing Processes course in the MGM program at the Stockholm School of Economics, http://www.hhs.se/EDUCATION/MSC/MSCGM/Pages/default.aspx
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
The Role of Families and the Community Proposal Template (N.docxssusera34210
The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course.
Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment.
Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions.
Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development.
Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area.
Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group.
Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1
MINI-PROJECT: QUALITATIVE ANALYSIS 6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper.
Emergi ...
Most women experience their closest friendships with those of th.docxroushhsiu
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docxroushhsiu
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
Mortality rates vary between the Hispanic community and the gene.docxroushhsiu
Mortality rates vary between the Hispanic community and the general population. Discuss the leading causes of death and illness among Hispanic Americans and the options the Advanced Practice Nurse has to overcome the disparity of healthcare for this population.
The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
.
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Al-Ahliyya Amman University جامعة عمان األهلية.docxgalerussel59292
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
1-1
VENDMACH is a vending machine that accepts nickels, dimes, and quarters, and dispenses gum, apple,
or yogurt. A gum pack costs 15¢, an apple is 20¢, and yogurt is 25¢.
The ma chine has the following 1 - bit input s:
NICKEL: a signal that becomes 1 when a nickel is deposited in the coin slot.
DIME: a signal that becomes 1 when a dime is deposited in the coin slot.
QUARTER: a signal that becomes 1 when a quarter is deposited in the coin slot.
COINRETURN: a signal that becomes 1 when the coin return button is pressed.
GUM: a signal that becomes 1 when the gum selection button is pressed.
APPLE: a signal that becomes 1 when the apple selection button is pressed.
YOGURT: a signal that becomes 1 when the yogurt selection button is pressed.
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
2-1
In addition to these “ user ” inputs, the ma chine has two control inputs:
CLOCK: a timing signal that sequences the state transitions of the machine.
INIT: an initialization signal that resets the machine to a suitable starting state.
The ma chine has thre e outputs:
CREDIT: the amount of money deposited so far and available to make a purchase;
CREDIT, in cents, should be displayed on the LEFT and RIGHT LED digits.
DISPENSED ITEM: the item that was just purchased should be displayed on the
XS40 LED: g for gum, A for apple, and y for yogurt, as indicated in Figure.
Instructions:
Use proteus software to implement the design of system and test it.
BLOOM’S TAXONOMY 2
APA Style:
All parts are not related to each other. Please answer individually APA STYLE:
Part1 – ¾ page (less than 1 page) no cover or reference page needed
https://www.ted.com/talks/michelle_thompson_education_reimagined_through_constructivism
View the TED Talk with Michelle Thompson and respond to the following after viewing this talk.
What is the benefit or benefits of constructivism? How do you believe it can help enhance the educational experience? What was one of the key "takeaways" of Michelle's experience?
Part2: 1 and 1/4 pages: cover and reference page needed
Integrating Educational Technology into Teaching
Pick one of the learning Theorists (i.e. B.F. Skinner, Robert Gagne', John Dewey, Albert Bandura, Jean Piaget, Howard Gardn.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Your HR project to develop a centralized model of deliveri.docxdanhaley45372
Your HR project to develop a centralized model of delivering HR services has progressed through very critical stages of the project thus far. It is now time to present actionable, decision-making information to project leaders. This can be best accomplished when projects have been successfully managed, devoid of any major risks, and have been properly closed out and finalized.
Write a five to six (5-6) page paper in which you:
1. Explain what it means to successfully direct and manage project work and identify and discuss 3-4 strategies you might use to manage and sustain progress in your HR project. Be specific.
2. Identify and discuss a minimum of 3 strategies that could be used to address and resolve any risks within the control of the project. HINT: See Exhibit 14.5 in the textbook. Is any one of the strategies you selected more important than the others? Why?
Exhibit 14.5
RISK EVENT RESOLUTION STRATEGIES RISKS WITHIN PROJECT CONTROL
Understand and control WBS
Closely monitor and control activity progress
Closely manage all project changes
Document all change requests
Increase overtime to stay on schedule
Isolate problems and reschedule other activities
Research challenging issues early
RISKS PARTIALLY WITHIN PROJECT CONTROL
Establish limits to customer expectations
Build relationships by understanding project from client’s perspective
Use honesty in managing client expectations
Work with client to reprioritize cost, schedule, scope, and/or quality
Carefully escalate problems
Build team commitment and enthusiasm
RISKS OUTSIDE PROJECT CONTROL
Understand project context and environment
Actively monitor project environment
Understand willingness or reluctance of stakeholders to agree to changes
3. Describe 2-3 actions a project manager may take as they begin to close out the project. Be sure to justify using the actions you discuss.
4. Review Project Management in Action: The Power of Lessons Learned (pages 518-520 in the textbook) and provide an overview to the project team on the significance of the information. Be specific.
Pg 518-520 from book
PROJECT MANAGEMENT IN ACTION The Power of Lessons Learned Projects are discrete. They have a beginning and an end, at which time the project team disbands and moves on to other things. Despite the fact there has inevitably been significant tacit learning during the project, there is often only a limited capture of this into a sharable form for future reuse. Too often, as the project team dissolves, the learning fades into the memories of individuals minds. This makes it extremely difficult for others to benefit in the future from the insights learned. The usual excuses for this loss echoing through the corridors include just too hard, not enough time, team disbanded before we had the chance, and many more. The key error here is the incorrect assumption that learning during or from projects is an added bonus or a nice- to-have luxury. This is not the case in best.
9/23/15, 6:48 PM
Page 1 of 3https://tlc.trident.edu/content/enforced/63503-BUS599-SEP2015FT-1/DW4Mo…e.html?d2lSessionVal=fB1eCtqittZjVCDY86kb1xCP4&ou=63503&d2l_body_type=3
Module 4 - Case
FEEDBACK LOOP AND ORGANIZATIONAL LEARNING
Assignment Overview
XCG
THE EXCELLENT CONSULTING GROUP
COMMUNICATION FROM ART:
Let's wrap up this project.
So far, ABC Company and Whole Foods Market like what we've been doing. I
have this last project, which involves analyzing Whole Foods Market's feedback
loops and organizational learning opportunities.
I want you to take a look at the feedback loops in Whole Foods Market.
REQUIRED READING:
Refer to the background reading on System Feedback Loops.
Case Assignment
Identify one Balancing Loop and one Reinforcing Loop. These feedback loops
should be critical to Whole Foods Market's performance and success. You should
have a good idea of what these are from your previous analysis.
Explain each one of these loops - what are the causal factors and how do they
affect each other. For the Reinforcing Loop, look for an area where there is
growth. For the Balancing Loop, look for goal behavior. Once you have identified
and explained these critical feedback loops, identify how Whole Foods Market
has generated organizational learning, and how they can go further and generate
additional organizational learning. What do they need to do to improve their
performance further?
Be sure to include references. Turn in the 5- to 6-page paper by the end of the
module.
9/23/15, 6:48 PM
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KEYS TO THE ASSIGNMENT:
This is what you need to do:
1. Determine the two critical feedback loops. Describe each Feedback Loop that
you identify in your organization and explain why you selected them. Make
sure you explain the Loop, the cause and effect process within the
Loop. You could also include a Causal Loop Diagram. If you do, show the
arrows and direction of effect (+ or -). Also, determine what the warrant is for
your case.
2. Briefly discuss the theory of organizational learning so that you provide a
summary of this information to the executives - establish this as common
ground.
3. Identify the learning activities in each feedback loop that Whole Foods Market
has already undertaken.
4. Identify the opportunities for organizational learning in each Feedback Loop.
Make a Case that these are learning opportunities. Logically show how the
feedback process provides an opportunity for the organization to learn and
improve its performance. Be precise. Depth and breadth in your discussion is
always a good thing.
Assignment Expectations
Your paper will be evaluated on the following seven points:
Precision - Does the paper address the question(s) or task(s)?
Breadth - Is the full breadth of the subject, that is, the Keys to the Assignment,
addressed?
Depth - Does the paper .
Syllabus for my Managing Marketing Processes course in the MGM program at the Stockholm School of Economics, http://www.hhs.se/EDUCATION/MSC/MSCGM/Pages/default.aspx
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
The Role of Families and the Community Proposal Template (N.docxssusera34210
The Role of Families and the Community Proposal Template
(
Name of Presenter:
Focus of proposed presentation:
Age group your proposal will focus on:
)
Proposal Directions: Please complete each of the following sections of the proposal in order to demonstrate your competency in the area of the role that families and the community play in promoting optimal cognitive development. In each box, address the topic that is presented. The space for sharing your knowledge will expand with your text, so please do not feel limited by the space that is currently showing.
Explain how theory can influence the choices parents make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed this far in the course.
Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage parents to foster this type of environment.
Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest parents use to help foster the development of executive functions.
Examine the role that family plays in memory development for your chosen age group. Provide at least strategies parents can use to support memory development.
Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week 3 Discussion 1 forum to provide at least two strategies families can use to support development in this area.
Explain at least two community resources that would suggest families use to support the cognitive development of their children for your chosen age group.
Analyze of the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
Running Head: MINI-PROJECT: QUALITATIVE ANALYSIS 1
MINI-PROJECT: QUALITATIVE ANALYSIS 6
Mini-Project: Qualitative Analysis
Student’s Name
Institutional Affiliation
MINI-PROJECT: QUALITATIVE ANALYSIS
Introduction
It is important for qualitative data to be analyzed and the themes that emerge identified so that the data can be presented in a way that is understandable. Theme identification is an essential task in qualitative research and themes could mean abstract, often fuzzy, constructs which investigators identify before, during, and after data collection. I will discuss the themes that emerge from the data collected from the interview.Analyzing and presenting qualitative data in an understandable manner is a five step procedure that I will also explain in this paper.
Emergi ...
Similar to Module 1 - CaseKNOWLEDGE TRANSFER; PERFORMANCE MANAGEMENT; ON-TH.docx (19)
Most women experience their closest friendships with those of th.docxroushhsiu
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docxroushhsiu
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
Mortality rates vary between the Hispanic community and the gene.docxroushhsiu
Mortality rates vary between the Hispanic community and the general population. Discuss the leading causes of death and illness among Hispanic Americans and the options the Advanced Practice Nurse has to overcome the disparity of healthcare for this population.
The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
.
Moreno Industries has adopted the following production budget for th.docxroushhsiu
Moreno Industries has adopted the following production budget for the first 4 months of 2013.
Month Units Month Units
January 10,000 March 5,000
February 8,000 April 4,000
Each unit requires 3 pounds of raw materials costing $2 per pound. On December 31, 2012, the ending raw materials inventory was 9,000 pounds. Management wants to have a raw materials inventory at the end of the month equal to 30% of next month's production requirements.
Complete the direct materials purchases budget by month for the first quarter.
.
Most people have a blend of leadership styles that they use. Some le.docxroushhsiu
Most people have a blend of leadership styles that they use. Some leaders are more flexible in applying a wide range of leadership styles, whereas others are more consistent and generally use just one or two preferred behaviors. Consider if two strong individuals begin a new company and discuss the following:
If two diverse individuals, each having a different leadership style, were tasked with effectively co-leading an organization, what potential conflicts might occur between these different leadership styles?
How will their personal leadership styles influence the organizational culture?
How would you recommend that these two leaders work together most effectively?
.
Moral rights as opposed to legal rights are not dependent on a polit.docxroushhsiu
Moral rights as opposed to legal rights are not dependent on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or entitlements, are supported by various ethical theories when for instance the Universalism thesis under Utilitarianism requires that all persons' (women's and men's) interests be considered in the calculations of Hedonistic options available. Kantianism insists that all Unverbalizable maxims be respectful of the rights of all persons to be treated with dignity and respect--which includes freedom of choice. Virtue ethics, more modernly, does not distinguish basic "good " character traits of excellence such as integrity, good judgment, role identity--not as a woman or a man in any given role but, the ability to fulfill the duties of that role within a community by a member of either sex---, holism--the ability to habitually practice the other virtues in an integrative manner while recognizing the importance of other persons to the community and vise versa. The various Justice theories do not relegate justice based on sex, just on relevant differences based on ability, endeavor, contribution, etc.
Do current generatons ( including current businesses) owe a duty to future generations to produce products and conduct business in an environmentally sustainable manner so that future generations are assured of inheriting a livable planet( one on which reasonable persons would want to live); even if it means that current generations must sacrifice many preferences in current lifestyles? Why or why not?
First define environmental sustainability (hint: the U.N. has a good definition). Also, the term "future generations" includes all of the yet to be borne, not those that are younger than you but are breathing.
Use the following for your analysis:
1. Kohlberg’s Moral Development Model;
2. The Kew Garden Principles; or Dr. Laura’s Three Prerequisites for Assigning Moral Credit or Culpability;
3. At least two appropriate Ethical Theories
4. Moral Imagination;
5. Moral Courage;
6. Maslow’s Hierarchy of Needs Model;
7. A CSR Model; Needs to be a current CSR model not just the definition
8. The relevant Law or Legal Theory;
9. Any other applicable course concepts from previous or current assigned reading or research
10. Sample paper is just that a sample it doesn't pertain to this topic for analysis
11 additional help
RIGHTS THEORIES
MORAL RIGHTS
Moral rights as opposed to legal rights are not dependant on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or.
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forens.docxroushhsiu
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forensics: Challenges and Future Paradigms.
2019 IEEE 12th International Conference on Global Security, Safety and Sustainability (ICGS3), Global Security, Safety and Sustainability (ICGS3)
, 205.
https://doi.org/10.1109/ICGS3.2019.8688020
Sahinoglu, M., Stockton, S., Barclay, R. M., & Morton, S. (2016). Metrics Based Risk Assessment and Management of Digital Forensics.
Defense Acquisition Research Journal: A Publication of the Defense Acquisition University, 23
(2), 152–177.
https://doi.org/10.22594/dau.16-748.23.02
Nnoli, H. Lindskog, D, Zavarsky, P., Aghili, S., & Ruhl, R. (2012). The Governance of Corporate Forensics Using COBIT, NIST and Increased Automated Forensic Approaches,
2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Conference on Social Computing, Amsterdam
, 734-741.
After reading articles expand on investigation and of digital forensic analysis and investigations. Organizations, especially those in the public, health and educational areas are bound by legal and statutory requirements to protect data and private information, therefore digital forensics analysis will be very beneficial when security breaches do occur. Using this weeks readings and your own research, discuss digital forensics and how it could be used in a risk management program.
Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
.
Module Outcome You will be able to describe the historical force.docxroushhsiu
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
Molière believed that the duty of comedy is to correct human vices b.docxroushhsiu
Molière believed that the duty of comedy is to correct human vices by exposing them and mocking them to absurd extreme. He also believed that human behavior should be governed by reason and moderation. In
Tartuffe
, he presents characters who engage in extremely negative behavior driven by passion or emotion rather than reason or common sense. Identify two or three characters who fall into this category and discuss their specific extremely negative behaviors, the consequences of their actions and what that means to you.
.
Module One Making Budgetary DecisionsDirectionsBased on the i.docxroushhsiu
Module One Making Budgetary Decisions
Directions:
Based on the information in the text and the goals and objectives that you have established for the City Bradley Recycling Department, please respond to the following questions in a Word document.
1. Which one of the budgets (line-item, program, performance) best describes what the recycle department does? Explain your answer.
2. Which one of the budgets gives the director of the department/agency, the mayor, and the legislative body, the most discretion/latitude in making decisions about the agency and why? Think about the roles of these persons prior to answering the questions. The response for each entity should be explained separately i.e. Line-Item, Program, Performance).
Rubric Grading you must meet criteria within the 100-90%
PAD 3204 MODULE 1 SUNDAY ASSIGNMENT
PAD 3204 MODULE 1
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeUse of data and assumptions
100.0 pts
You successfully incorporate all assumptions and data from the assignment and include information about average salaries gleaned from the district report card; no apparent errors.
85.0 pts
You incorporate most, if not all, assumptions and data from the assignment and include information about average salaries gleaned from the district report card; one or two minor errors.
75.0 pts
You incorporate some assumptions and data from the assignment and include information about average salaries gleaned from the district report card; a few major errors and omissions.
65.0 pts
You incorporate few, if any, assumptions and data from the assignment; many errors and omissions.
100.0 pts
This criterion is linked to a Learning OutcomeOverall presentation
100.0 pts
Your discussion of the budget process and individual budget lines is set forth in a clear, thoughtful manner. It is well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness); includes thorough details and relevant data and information; and is extremely well-organized.
85.0 pts
Your discussion of the budget process and individual budget lines is set forth in a thoughtful manner. It is well-written (writing is accomplished in terms of clarity and conciseness and contains only a few errors); includes sufficient details and relevant data and information; and is well-organized.
65.0 pts
Your discussion of the budget process and individual budget lines is carelessly written (writing lacks clarity or conciseness and contains numerous errors); gives insufficient detail and relevant data and information; and lacks organization.
25.0 pts
Your discussion of the budget process and individual budget lines is poorly written (writing is unfocused, rambling, or contains serious errors); lacks detail and relevant data and information; and is poorly organized.
100.0 pts
This criterion is linked to a Learning OutcomeTURNITIN ORIGINALITY SCORE
100.0 pts
<11%
80.0 pts
11% - 15%
70.0 pts
16% - 20%
60.0 pts
21% - 25%
50.0 pts
26% - 30%
.
Monitoring Data and Quality ImprovementAnswer one of two que.docxroushhsiu
Monitoring Data and Quality Improvement
Answer one of two questions below:
Describe and support the use of monitoring in evaluating an organization or the status of a condition as an evaluation tool.
What is the value of collecting, documenting, and monitoring data over time?
Discuss how the lack of monitoring impacts the evaluation of a market based decision? Cite and reference your resources.
Explain how health care organizations use quality improvement techniques to guide decision making? Discuss the challenges organizations encounter in applying quality improvement techniques to guide decision making. Cite and reference your resources.
.
Monitoring Global Supply Chains† Jodi L. Short Prof.docxroushhsiu
Monitoring Global Supply Chains†
Jodi L. Short*
Professor of Law
University of California
Hastings College of the Law
San Francisco, California,
U.S.A
[email protected]
Michael W. Toffel
Professor of Business
Administration
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Andrea R. Hugill
Doctoral Candidate
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Version: July 6, 2015
Forthcoming in Strategic Management Journal
Research Summary
Firms seeking to avoid reputational spillovers that can arise from dangerous, illegal, and
unethical behavior at supply chain factories are increasingly relying on private social auditors to
provide strategic information about suppliers’ conduct. But little is known about what influences
auditors’ ability to identify and report problems. Our analysis of nearly 17,000 supplier audits
reveals that auditors report fewer violations when individual auditors have audited the factory
before, when audit teams are less experienced or less trained, when audit teams are all-male, and
when audits are paid for by the audited supplier. This first comprehensive and systematic
analysis of supply chain monitoring identifies previously overlooked transaction costs and
suggests strategies to develop governance structures to mitigate reputational risks by reducing
information asymmetries in supply chains.
Managerial Summary
Firms reliant on supply chains to manufacture their goods risk reputational harm if the working
conditions in those factories are revealed to be dangerous, illegal, or otherwise problematic.
While firms are increasingly relying on private-sector ‘social auditors’ to assess factory
conditions, little has been known about the accuracy of those assessments. We analyzed nearly
17,000 code-of-conduct audits conducted at nearly 6,000 suppliers around the world. We found
that audits yield fewer violations when the audit team has been at that particular supplier before,
when audit teams are less experienced or less trained, when audit teams are all-male, and when
the audits were paid for by the supplier instead of by the buyer. We describe implications for
firms relying on social auditors and for auditing firms.
Keywords
monitoring, transaction cost economics, auditing, supply chains, corporate social responsibility
† We gratefully acknowledge the research assistance of Melissa Ouellet as well as that of Chris Allen, John Galvin,
Erika McCaffrey, and Christine Rivera. Xiang Ao, Max Bazerman, Shane Greenstein, Jeffrey Macher, Andrew
Marder, Justin McCrary, Morris Ratner, Bill Simpson, and Veronica Villena provided helpful comments. Harvard
Business School’s Division of Research and Faculty Development provided financial support.
* Correspondence to Jodi L. Short, UC Hastings College of the Law, 200 McAllister Street, San Francisco, CA,
94102, .
Morality Relativism & the Concerns it RaisesI want to g.docxroushhsiu
Morality Relativism & the Concerns it Raises
“I want to give moral relativism the good spanking it deserves.”
Peter Kreef philosophy professor, Boston College
Does “relativism” need a spanking?2005 new Pope Benedict warned of the “onslaught of moral relativism”He “has characterized it as the major evil. Some observers believe he is taking a stance in the tense cultural wars in the United States.” (NPR radio, 2005)Mormons agree: “moral relativism/militant atheism”Culture wars?
*
Source: http://www.npr.org/templates/story/story.php?storyId=4618049
Defining the Terms: RelativismMoral relativism: morality is purely culturalMoral differences & disagreements are irreconcilableFor example, Inuit Eskimos practice infanticide: one woman had borne 20 children but killed 10 at birth.Eskimos also practice euthanasia: when the elderly become too feeble to travel, they’re left to freeze.Hence, there’s no one universal moral truth for all times, places, peoples and culturesThe only possible good is toleration & mutual respect of pluralistic values
*
James Rachels, “The Challenge of Cultural Relativism” (Fifty Readings, 2nd Ed.), 397.
Defining the Terms: AbsolutismMoral absolutism: there are clear moral truths to govern all ethical issues regardless of situation.Immoral to accept the justifiability of two conflicting positions on any given ethical issueFor example: with this position, it would be unacceptable for Bush (pro-life) to say Eskimo infanticide practices are understandable and permissible among EskimosOr if polygamy or underage marriage is wrong, it is wrong everywhere and at all times.But what is “underage marriage”?
Moral Absolutism and Human KnowledgeName some fields of human knowledge where we deal with facts and have made great progress.Scientific theory must deal with hard dataNo science that claims absolute knowledge;Fallibility is the hallmark of scienceBut fallibility does not mean all theories are equal.Why should ethics be any different?If moral truths are not absolute, why should that prove that all moral values are equal?We can measure progress in science but what about ethics?
Illogic of Extreme Moral RelativismIn extreme relativism, no one can rightly pass judgment on others’ values/social practicesConsider Afghan Taliban Culture & Values:Ban on women's work outside the homeBan on women's presence in radio or televisionBan on women at schools or universitiesEthic of absolute relativism is self-contradictory:If I pass judgment on others for passing any judgment, am I not passing judgment on others?
Relativism with Norms Normative relativism: while cultural values clearly differ, nevertheless there are some general purposes shared by all moral codes.A socially accepted way of regulating conflicts of interests in society to preserve that people and culture with rules shaped by situations to that end. A socially accepted way of regulating conflicts of interests within an individual that can’t be equally satisfied a.
Module 9 content You will perform a history of a cardiac pro.docxroushhsiu
Module 9 content
You will perform a history of a cardiac problem that your instructor has provided you or one that you have experienced, and you will perform a cardiac assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
.
Module Assessment 4: TANM ApplicationsBUS2 190
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
[Please replace “X” with Section 7, 8, or 9. Delete this before submitting]
PROBLEM A: Casper Geriatric Center (16 pts)
1. Is this a minimization or maximization problem? Explain.
2. Is this a balanced or unbalanced problem? Explain.
3. What is the total capacity of Stations 10J and 6G?
4. What is the total demand for Sections A,C,E and F?
5. What is the value of your optimal solution?
6. In your optimal solution, to which sections and how many trays to each of these sections should location 2L deliver?
7. Where will Section D get its meals? How many from each Station?
8. Aside from the obvious deliveries from the factory to warehouses or warehouses to stores, identify and discuss 2 more scenarios on how the transportation model can be used.
Problem B: Good Stuffing Sausage Company (16 pts)
1. Is this a minimal spanning or shortest route problem? Explain.
2. Explain the differences between minimal spanning and shortest route problems. Give an example where each type of modeling can be used.
3. How many branches are there in this network?
4. How many hours will it take to drive through Nodes 2-4-8? Explain.
5. Which arc takes the longest time to travel?
6. Korina thinks the best route is 1-5-6-10. Do you agree with her? Why or why not?
7. What is the value of your optimal solution?
8. What are the nodes included in your optimal solution?
Problem C: 9-31: NASA Missions ( 13 points)
(Hint – your answers in questions 1, 2 and 3 should be a schedule on which mission specialist should be scheduled to which flight. Provide your explanations for your answers) 13 points
1. Who should be assigned to which flight to maximize ratings?
Name of Mission Specialist
Mission Date
Total Rating:
2. NASA has just been notified that Anderson is getting married in February and has been granted a highly sought publicity tour in Europe that month. (He intends to take his wife and let the trip double as a honeymoon.) How does this change the final schedule? Explain.
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
3. Certo has complained that he was rated incorrectly on his January missions. Both ratings should be 10s, he claims to the chief, who agrees and re-computes the schedule. Do any changes occur over the schedule set in Question 2? Why or why not?
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
4. What are the strengths and weaknesses of this approach to scheduling?
Science Laboratory Format
Writers in the field of biology must consider not only the form but the style of writing in biology papers.
As in all fields, there are conventions to follow or typical style formats of the discipline.
Writing in the sciences is concise, yet pr.
Module Assignment Clinical Decision Support SystemsLearning Outcome.docxroushhsiu
Module Assignment: Clinical Decision Support SystemsLearning Outcomes:
Identify trends in nursing that impact the use of Informatics.
Explore the use of informatics in nursing research and how clinical decision support systems impact nursing care.
Analyze leadership and collaborative practice strategies that foster mutual respect and shared decision making.
Questions:
Part 1) Think if a nursing diagnosis that interests you. Then, conduct an internet search using your chosen nursing diagnosis as the search topic. Locate at least three internet resources that pertain to your topic, then review the sites and write a three or four sentence summary of each that includes the following:
Appropriateness of content
Reliability of content (sources cited within site, anecdotal vs. evidence-based practice)
Links included within the website.
Part 2) Locate three internet-based Cancer screening tools that could be included in an HER, such as EPIC or Connect Care
In your own words, how will clinical decision support systems improve outcomes for a patient diagnosed with cancer?
What would be the benefits of including reminders for cancer screening for healthcare providers and to patients (such as the sepsis screening tool that pops up in EPIC or Connect Care)
Rubric
See attached below for instructions detail and Assignment Grading Rubric
.
MONTCLAIR UNIVERSITY
LAWS 362: LEGAL WRITING
MIDTERM EXAM (April 1, 2020)
(8 Pages: You may add extra sheets to wrote on as necessary)
NAME:………………………………………………………………………………………..
SIGNATURE:……………………………………………/ DATE …………………………………..
EXAM PART 1: (20 points)
I) You are working as a law clerk for a New Jersey law firm. Your senior partner is preparing a trial brief on a case which is currently pending before a New Jersey state trial court in Essex County and asks you to research an issue of law for the brief. Your research reveals relevant information from the 10 sources below. After each item, indicate whether the authority is either (1) PRIMARY; (2) PERSUAUSIVE or (3) SECONDARY authority.
A) A published decision from the New Jersey Supreme Court : .
B) A published decision from a Hudson New Jersey trial court : .
C) A 2018 law review article in the Rutgers Law Journal: .
D)A decision from a federal district court in New Jersey .
E) A published decision from the New York Supreme Court: .
F) A Dissenting opinion from the New Jersey Supreme Court: .
G) A published decision from the Minnesota appellate court: .
H) A Concurring opinion from the New Jersey Supreme Court: .
I) A published decision from the New Jersey Appellate Division: .
J) A 2018 article authored by a retired New Jersey Supreme Court Justice and published in the
New Jersey Law Journal: .
EXAM PART 2: (20 Points)
( BRIEFING A CASE )
II) Please read the case (previously provide) of Van Brunt v. Van Brunt and prepare a concise case brief addressing the following 6 points :
1) Identify the Holding:
2) Identify the Issues:
3) Identify the Rule(s) that is/are the subject of the decision :
4) Identify the Key Relevant Facts:
5) Identify the Disposition of the Case:
6) Identify in Logical Detail the Reasons and Policies Behind the Decision:
EXAM PART 3: 20 Points
( BRIEFING A STATUTE )
Please read the following excerpt from the accompanying following New Jersey landlord tenant statute regarding secu.
MODULE 8You will perform a history of a respiratory problem th.docxroushhsiu
MODULE 8
You will perform a history of a respiratory problem that either your instructor has provided you or one that you have experienced and perform a respiratory assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
.
Most organizations, including hospitals, adopt both Mission and Visi.docxroushhsiu
Most organizations, including hospitals, adopt both Mission and Vision Statements. Both can usually be found posted prominently on the wall, and on the organization's website.
What is the difference between a Mission Statement and a Vision Statement? Why would both statements be important as it relates to strategic planning? Are they important in achieving a competitive advanatgae?
Be specific. Thoroughly explain your response.
.
More like this Abstract TranslateFull Text Translate.docxroushhsiu
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Abstract Translate
Full Text Translate
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat. The decline offers an opportunity to consider how
human rights changed, or purported to change, international
law and how international law as a whole can be made more
effective in a post-human rights era. This Article is the first to
argue that international human rights law as a whole-
whatever its much disputed benefits for human rights
themselves-appears to have expanded and changed
international law in ways that have made it weaker, less likely
to generate compliance, and more likely to produce
interstate friction and conflict. The debate around
international law and human rights should be reframed to
consider these costs and to evaluate whether international
law, including the work of the United Nations, should focus
on a stronger, more limited core of international legal norms
that protects international peace and security, not human
rights. Human rights could be advanced through domestic
and regional legal systems, through the the development of
non-binding international norms, and through iterative
processes of international reporting and monitoring-a model
not unlike the Paris Climate Agreement.
MoreK
0:00 /0:00
HeadnoteHeadnote
Abstract
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat.
The decline offers an opportunity to consider how human
rights changed, or purported to change, international law and
how international law as a whole can be mad.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Module 1 - Case
KNOWLEDGE TRANSFER; PERFORMANCE
MANAGEMENT; ON-THE-JOB TRAINING
Knowledge Transfer
Many employers do not have a plan to manage and transfer
knowledge. Because workforce dynamics have changed, there is
a greater need than ever for a knowledge-transfer strategy.
Business wisdom is taken from organizations with retirements,
resignations, and terminations, leaving companies more likely
than not to have less growth capacity and less efficiency,
especially in the short run.
In the past, the expectation of passing along knowledge and
leaving a legacy was a good fit with the values of long-tenured
employees who spent their careers with the same company. But
in the modern workplace, where four generations work side by
side, knowledge is not always well-filtered throughout an
organization.
“As the Baby Boom generation of corporate leaders and experts
approaches retirement, businesses in the U.S., Canada, and
many European nations face the loss of experience and
knowledge on an unprecedented scale,” says Diane Piktialis,
Mature Workforce Program Leader at The Conference Board.
“Younger workers can’t be counted on to fill the void, as they
lack the experience that builds deep expertise. They also tend to
change jobs frequently, taking their technological savvy and any
knowledge they’ve gained with them.”
Knowledge does not exist in a vacuum, so it is important to first
identify and evaluate what kind of knowledge company
executives are interested in capturing and sustaining.
Because so much knowledge transfer is cross-generational, from
long-tenured to newer employees, an understanding of different
learning styles based on generation facilitates the process.
Understanding generational learning preferences and adapting
2. how knowledge is conveyed can make the difference between
merely harvesting knowledge and actually using it.
Adaptations should be made when the knowledge is specific to
the organization and is mission critical, and when the less
knowledgeable employee has specific generational learning
preferences. For example, employees entering the workforce
may prefer getting Instant Messages (IM) in real time rather
than setting a schedule to meet. Gen Y employees may set up
blogs to capture knowledge. Firms considering or using
knowledge transfer processes should assess their readiness for
Instant Messaging, blogs, wikis, RSS feeds, podcasts, and
virtual reality.
There are many knowledge transfer methods available,
including training seminars, formal education, interviews,
mentoring, apprenticeships, instant messaging, job transfer,
simulations and games, peer assists, communities of practice,
storytelling, wikis, blogs, white papers, and conferences.
Revised from:
American Management Association. (2017). Effective
knowledge transfer can help transform your bottom line.
Retrieved
from http://www.amanet.org/training/articles/Effective-
Knowledge-Transfer-Can-Help-Transform-Your-Bottom-
Line.aspx.
Assignment Overview
Steve Trautman is one of America’s leading knowledge experts.
View the following four videos to understand the depth of the
knowledge-transfer process and follow Mr. Trautman’s widely
used knowledge transfer solution.
Pay close attention to the process. Developing your own
Knowledge Silo Matrix and discussing what you found will be
the basis of your Case 1 assignment.
Trautman, S. (2012, November 30). Introduction to the Steve
3. Trautman Co. 3 step knowledge transfer process [video file].
Retrieved from https://www.youtube.com/watch?v=1xj1iVhu308
Trautman, S. (2013, January 22). 5 questions that drive
knowledge transfer [video file]. Retrieved
from https://www.youtube.com/watch?feature=player_detailpag
e&v=IvB_cOo14y8
Trautman, S. (2012, December 19). The Steve Trautman Co. 3-
step knowledge transfer solution with knowledge silo matrix
demo [video file]. Retrieved
from https://www.youtube.com/watch?feature=player_detailpag
e&v=knN-ZzVAmMY
And finally, pulling it all together:
Trautman, S. (2012, December 18). How it works: The Steve
Trautman Co. 3 step knowledge transfer solution [video file].
Retrieved
from https://www.youtube.com/watch?feature=player_detailpag
e&v=tWyMU90x6o4
Case Assignment
1. For this Case Assignment you will be completing and
analyzing a matrix following the Knowledge Silo Matrix
instructions in the third video above. (The team you choose
could be a current or past work group, a group of committee
members, a group of family members, members of a rock band,
or any group where you know the expertise needed and the skill
levels of the employees/members.)
You may (a) complete the matrix by hand or (b) use
the Knowledge Silo Matrix Word form. Remember these key
points:
The Knowledge Silo Matrix (KSM) is a high-level tool of
knowledge silos. Think bigger picture. For example, if you were
filling out a KSM for building a house, some example silos
would be Plumbing, Electrical, Flooring, Insulation, etc. Not
“Weld a pipe” or “Test for adequate water pressure.” The blog
4. article, Tip for Better, Faster Knowledge Transfer—It's Not
What People KNOW, It's What They Know How to DO,
provided by The Steve Trautman Co., addresses the important
distinction between Knowing vs. Doing. This will help you
create a more actionable KSM.
Once you have your matrix completed, then respond to the
following questions using the section headings in your paper
that are marked in bold below. Utilize at least two sources of
outside information from other authors; be sure to cite them and
provide a reference list at the end.
2. Introduction—This section is often written after you have
completed the rest of your paper.
3. Work Team Overview—Provide an overview of the work
team you have assessed in the Knowledge Silo Matrix. Who are
they, how long have they been in the group, and what are their
jobs?
4. Skill Level in Silo—Discuss each group member’s job in
terms of his/her silo status—discussing why you have evaluated
them as purple, green, yellow, or white.
5. Matrix Analysis—Analyze what the matrix tells you.
a. Look at each silo and analyze what you see and what needs
to be done to minimize the knowledge risk.
b. Look at the colors assigned to each employee (horizontal
colors). What should be done next to minimize the risk related
to each employee as well as to enhance the performance of the
work team? Be sure to discuss the training needed (or not) for
each member and what the format of the training should be
given what you learn from the matrix.
6. Application of the Matrix--Discuss what you have learned
from this exercise and the strengths of the Knowledge Silo
Matrix approach and the challenges you see managers could
face in an organization using the Matrix.
7. Conclusion
Submit BOTH your Knowledge Silo Matrix and your discussion
covering the points above by the module due date.
Assignment Expectations
5. Your paper will be evaluated using the criteria as stated in the
Case rubric. The following is a review of the rubric criteria:
· Assignment-Driven: Does the paper fully address all aspects
of the assignment? Is the assignment addressed accurately and
precisely using sound logic? Does the paper meet minimum
length requirements?
· Critical Thinking: Does the paper demonstrate graduate-level
analysis, in which information derived from multiple sources,
expert opinions, and assumptions has been critically evaluated
and synthesized in the formulation of a logical set of
conclusions? Does the paper address the topic with sufficient
depth of discussion and analysis?
· Business Writing: Is the essay logical, well organized and well
written? Are the grammar, spelling, and vocabulary appropriate
for graduate-level work? Are section headings included? Are
paraphrasing and synthesis of concepts the primary means of
responding, or is justification/support instead conveyed through
excessive use of direct quotations?
· Effective Use of Information: Does the submission
demonstrate that the student has read, understood, and can apply
the background materials for the module? If required, has the
student demonstrated effective research, as evidenced by
student’s use of relevant and quality (library?) sources? Do
additional sources used provide strong support for conclusions
drawn, and do they help in shaping the overall paper?
· Citing Sources: Does the student demonstrate understanding of
APA Style of referencing by inclusion of proper citations (for
paraphrased text and direct quotations) as appropriate? Have all
sources (e.g., references used from the Background page, the
assignment readings, and outside research) been included, and
are these properly cited? Have all sources cited in the paper
been included on the References page?
Critical Approaches
Few human abilities are more remarkable than the ability to
6. read and interpret literature. A computer program or a database
can’t perform the complex process of reading and interpreting—
not to mention writing about—a literary text, although
computers can easily exceed human powers of processing codes
and information. Readers follow the sequence of printed words
and as if by magic re-create a scene between characters in a
novel or play, or they respond to the almost inexpressible
emotional effect of a poem’s figurative language. Experienced
readers can pick up on a multitude of literary signals all at
once. With re-reading and some research, readers can draw on
information about the author’s life or the time period when this
work and others like it were first published. Varied and complex
as the approaches to literary criticism may be, they are not
difficult to learn. For the most part, schools of criticism and
theory have developed to address questions that any reader can
begin to answer.
There are essentially three participants in what could be called
the literary exchange or interaction: the text, the source (the
author and other factors that produce the text), and the receiver
(the reader and other aspects of reception). All the varieties of
literary analysis concern themselves with these aspects of the
literary exchange in varying degrees and with varying
emphases. Although each of these elements has a role in any
form of literary analysis, systematic studies of literature and its
history have defined approaches or methods that focus on the
different elements and circumstances of the literary interaction.
The first three sections below—“Emphasis on the Text,”
“Emphasis on the Source,” and “Emphasis on the Receiver”—
describe briefly those schools or modes of literary analysis that
have concentrated on one of the three participants while de-
emphasizing the others. These different emphases, plainly
speaking, are habits of asking different kinds of questions.
Answers or interpretations will vary according to the questions
we ask of a literary work. In practice the range of questions can
be—and to some extent should be—combined whenever we
develop a literary interpretation. Such questions can always
7. generate the thesis or argument of a critical essay.
Although some approaches to literary analysis treat the literary
exchange (text, source, receiver) in isolation from the world
surrounding that exchange (the world of economics, politics,
religion, cultural tradition, and sexuality—in other words, the
world in which we live), most contemporary modes of analysis
acknowledge the importance of that world to the literary
exchange. These days, even if literary scholars focus primarily
on the text or its source or receiver, they nonetheless often
incorporate some of the observations and methods developed by
theorists and critics who have turned their attention toward the
larger world. We describe the work of such theorists and critics
in the fourth section below, “Historical and Ideological
Criticism.”
Before expanding on the kinds of critical approaches within
these four categories, let’s consider one example in which
questions concerning the text, source, and receiver, as well as a
consideration of historical and ideological questions, would
contribute to a richer interpretation of a text. To begin as usual
with preliminary questions about the text: What is First Fight.
Then Fiddle.? Printed correctly on a separate piece of paper, the
text would tell us at once that it is a poem because of its form:
rhythm, repeating word sounds, lines that leave very wide
margins on the page. Because you are reading this poem in this
book, you know even more about its form. (In this way, the
publication source gives clues about the text.) By putting it in a
section with other poetry, we have told you it is a poem worth
reading, re-reading, and thinking about. (What other ways do
you encounter poems, and what does the medium in which a
poem is presented tell you about it?)
You should pursue other questions focused on the text. What
kind of poem is it? Here we have helped you, especially if you
are not already familiar with the sonnet form, by grouping this
poem with other sonnets (in “The Sonnet: An Album”).
Classifying “First Fight. Then Fiddle.” as a sonnet might then
prompt you to interpret the ways that this poem is or is not like
8. other sonnets. Well and good: You can check off its fourteen
lines of (basically) iambic pentameter and note its somewhat
unusual rhyme scheme and meter in relation to the rules of
Italian and English sonnets. But why does this experiment with
the sonnet form matter?
To answer questions about the purpose of form, you need to
answer some basic questions about source, such as: When was
this sonnet written and published? Who wrote it? What do you
know about Gwendolyn Brooks, about 1949, about African
American women and/or poets in the United States at that time?
A short historical and biographical contexts essay answering
such questions might help put the “sonnetness” of this poem in
context. But assembling all the available information about the
source and original context of the poem, even some sort of
documented testimony from Brooks about her intentions or
interpretation of it, would still leave room for other questions
leading to new interpretations.
What about the receiver of “First Fight. Then Fiddle.”? Even
within the poem a kind of audience exists. This sonnet seems to
be a set of instructions addressed to “you.” (Although many
sonnets are addressed by a speaker, “I,” to an auditor, “you,”
such address rarely sounds like a series of military commands,
as it does here.) This internal audience is not of course to be
confused with real people responding to the poem, and it is the
latter who are its receivers. How did readers respond to it when
it was first published? Can you find any published reviews, or
any criticism of this sonnet published in studies of Gwendolyn
Brooks?
Questions about the receiver, like those about the author and
other sources, readily connect with questions about historical
and cultural context. Would a reader or someone listening to
this poem read aloud respond differently in the years after
World War II than in an age of global terrorism? Does it make a
difference if the audience addressed by the speaker inside the
poem is imagined as a group of African American men and
women or as a group of European American male commanders?
9. (The latter question could be regarded as an inquiry involving
the text and the source as well as the receiver.) Does a reader
need to identify with any of the particular groups the poem
fictitiously addresses, or would any reader, from any
background, respond to it the same way? Even the formal
qualities of the text could be examined through historical
lenses: The sonnet form has been associated with prestigious
European literature and with themes of love and mortality since
the Renaissance. It is significant that a twentieth-century
African American poet chose this traditional form to twist
“[t]hreadwise” into a poem about conflict (line 5).
The above are only some of the worthwhile questions that might
help illuminate this short, intricate poem. (We will develop a
few more thoughts about it in illustrating different approaches
to the text and to the source.) Similarly, the complexity of
critical approaches far exceeds our four categories. While a
great deal of worthwhile scholarship and criticism borrows from
a range of theories and methods, below we give necessarily
simplified descriptions of various critical approaches that have
continuing influence. We cannot trace a history of the issues
involved or capture all the complexity of these movements.
Instead think of what follows as a road map to the terrain of
literary analysis. Many available resources describe the entire
landscape of literary analysis in more precise detail. If you are
interested in learning more about these or any other analytical
approaches, consult the works listed in the bibliography at the
end of this chapter.
EMPHASIS ON THE TEXT
This broad category encompasses approaches that de-emphasize
questions about the author/source or the reader/reception in
order to focus on the work itself. In a sense any writing about
literature presupposes recognition of form, in that it deems the
object of study to be a literary work that belongs to a genre or
subgenre of literature, as Brooks’s poem belongs with sonnets.
Moreover, almost all literary criticism notes some details of
style or structure, some intrinsic features such as the relation
10. between dialogue or narration, or the pattern of rhyme and
meter. But formalist approaches go further by privileging the
design of the text itself above other considerations.
Some formalists, reasonably denying the division of content
from form (since the form is an aspect of the content or
meaning), have more controversially excluded any discussion of
extrinsic or contextual (versus textual) matters such as the
author’s biography or questions of psychology, sociology, or
history. This has led to accusations that formalism, in avoiding
reference to actual authors and readers or to the world of
economic power or social change, also avoids political issues or
commitments. Some historical or ideological critics have
therefore argued that formalism supports the status quo.
Conversely, some formalists charge that any extrinsic—that is,
historical, political, ideological, as well as biographical or
psychological—interpretations of literature threaten to reduce
the text to propaganda. A formalist might maintain that the
inventive wonders of art exceed any practical function it serves.
In practice, influential formalists have generated modes of close
reading that balance attention to form and context, with some
acknowledgment of the political implications of literature. In
the early twenty-first century the formalist methods of close
reading remain influential, especially in classrooms. Indeed,
The Norton Introduction to Literature adheres to these methods
in its presentation of elements and interpretation of form.
New Criticism
One strain of formalism, loosely identified as the New
Criticism, dominated literary studies from approximately the
1920s to the 1970s. New Critics rejected both of the approaches
that then prevailed in the relatively new field of English
studies: the dry analysis of the development of the English
language and the misty-eyed appreciation and evaluation of
“Great Works.” Generally, New Criticism minimizes
consideration of both the source and the receiver, emphasizing
instead the intrinsic qualities of a unified literary work.
Psychological or historical information about the author, the
11. intentions or feelings of authors and readers, and any
philosophical or socially relevant “messages” derived from the
work all are out-of-bounds in a strict New Critical reading. The
text in a fundamental way refers to itself: Its medium is its
message. Although interested in ambiguity and irony as well as
figurative language, a New Critical reader considers the organic
unity of the unique work. Like an organism, the work develops
in a synergetic relation of parts to whole.
A New Critic might, for example, publish an article titled “A
Reading of ‘First Fight. Then Fiddle.’” (The method works best
with lyric or other short forms because it requires painstaking
attention to details such as metaphors or alliteration.) Little if
anything would be said of Gwendolyn Brooks or the poem’s
relation to Modernist poetry. The critic’s task is to give credit
to the poem, not the poet or the period, and if it is a good poem,
then—implicitly—it can’t be merely “about” World War II or
civil rights. New Criticism presumes that a good literary work
addresses universal human themes and may be interpreted
objectively on many levels. These levels may be related more
by tension and contradiction than harmony, yet that relation
demonstrates the coherence of the whole.
Thus the New Critic’s essay might include some of the
following observations. The poem’s title—which reappears as
half of the first line—consists of a pair of twoword imperative
sentences, and most statements in the poem paraphrase these
two sentences, especially the first of them, “First fight.” Thus
an alliterative twoword command, “Win war” (line 12), follows
a longer version of such a command: “But first to arms, to
armor” (9). Echoes of this sort of exhortation appear
throughout. We, as audience, begin to feel “bewitch[ed],
bewilder[ed]” (4) by a buildup of undesirable urgings, whether
at the beginning of a line (“Be deaf,” 11) or the end of a line
(“Be remote,” 7; “Carry hate,” 9) or in the middle of a line
(“Rise bloody,” 12). It’s hardly what we would want to do. Yet
the speaker makes a strong case for the practical view that a
society needs to take care of defense before it can “devote”
12. itself to “silks and honey” (6–7), that is, the soft and sweet
pleasures of art. But what kind of culture would place “hate / In
front of [. . .] harmony” and try to ignore “music” and “beauty”
(9–11)? What kind of people are only “remote / A while from
malice and from murdering” (6–7)? A society of warlike heroes
would rally to this speech. Yet on re-reading, many of the words
jar with the tone of heroic battle cry.
The New Critic examines not only the speaker’s style and words
but also the order of ideas and lines in the poem. Ironically, the
poem defies the speaker’s command; it fiddles first, and then
fights, as the octave (first eight lines) concern art, and the sestet
(last six) concern war. The New Critic might be delighted by
the irony that the two segments of the poem in fact unite, in that
their topics—octave on how to fiddle, sestet on how to fight—
mirror each other. The beginning of the poem plays with
metaphors for music and art as means of inflicting “hurting
love” (line 3) or emotional conquest, that is, ways to “fight.”
War and art are both, as far as we know, universal in all human
societies. The poem, then, is an organic whole that explores
timeless concerns.
Later critics have pointed out that New Criticism, despite its
avoidance of extrinsic questions, had a political context of its
own. The insistence on the autonomy of the artwork should be
regarded as a strategy adopted during the Cold War as a
counterbalance to the politicization of art in fascist and
communist regimes. New Criticism also provided a program for
literary reading accessible to beginners regardless of their
social background, which was extremely useful at a time when
more women, minorities, and members of the working class than
ever before were entering college. By the 1970s these same
groups had helped generate two sources of opposition to New
Criticism’s ostensible neutrality and transparency: critical
studies that emphasized the politics of social differences (e.g.,
feminist criticism) and theoretical approaches, based on
linguistics, philosophy, and political theory, that effectively
distanced non-specialists once more.
13. Structuralism
Whereas New Criticism was largely a British and American
phenomenon, structuralism and its successor, poststructuralism,
derive primarily from French theorists. Each of these
movements was drawn to scientific objectivity and wary of
political commitment. Politics, after all, had inspired the
censorship of science, art, and inquiry throughout centuries and
in recent memory.
Structuralist philosophy, however, was something rather new.
Influenced by the French linguist Ferdinand de Saussure (1857–
1913), structuralists sought an objective system for studying the
principles of language. Saussure distinguished between
individual uses of language, such as the sentences you or I
might have just spoken or written (parole), and the sets of rules
governing English or any language (langue). Just as a
structuralist linguist would study the interrelations of signs in
the langue rather than the variations in specific utterances in
parole, a structuralist critic of literature or culture would study
shared systems of meaning, such as genres or myths that pass
from one country or period to another, rather than a particular
poem in isolation (the favored subject of New Criticism).
Another structuralist principle derived from Saussure is the
emphasis on the arbitrary association between a word and what
it is said to signify—that is, between the signifier and the
signified. The word horse, for example, has no divine, natural,
or necessary connection to that four-legged, domesticated
mammal, which is named by other combinations of sounds and
letters in other languages. Any language is a network of
relations among such arbitrary signifiers, just as each word in
the dictionary must be defined using other words in that
dictionary. Structuralists largely attribute the meanings of
words to rules of differentiation from other words. Such
differences may be phonetic (as among the words cat and bat
and hat) or they may belong to conceptual associations (as
among the words dinky, puny, tiny, small, miniature, petite,
compact). Structuralist thought has particularly called attention
14. to the way that opposites or dualisms such as “night” and “day”
or “feminine” and “masculine” define each other through
opposition to each other rather than by direct reference to
objective reality. For example, the earth’s motion around the
sun produces changing exposure to sunlight daily and
seasonally, but by linguistic convention we call it “night”
between, let’s say, 8 p.m. and 5 a.m., no matter how light it is.
(We may differ in opinions about “evening” or “dawn.” But our
“day” at work may begin or end in the dark.) The point is that
arbitrary labels divide what in fact is continuous.
Structuralism’s linguistic insights have greatly influenced
literary studies. Like New Critics, structuralist critics show
little interest in the creative process or in authors, their
intentions, or their circumstances. Similarly, structuralism
discounts the idiosyncrasies of particular readings; it takes texts
to represent interactions of words and ideas that stand apart
from individual human identities or sociopolitical commitments.
Structuralist approaches have applied less to lyric poetry than to
myths, narratives, and cultural practices such as sports or
fashion. Although structuralism tends to affirm a universal
humanity just as New Critics do, its work in comparative
mythology and anthropology challenged the absolute value that
New Criticism tended to grant to time-honored canons of great
literature.
The structuralist would regard a text not as a self-sufficient icon
but as part of a network of conventions. A structuralist essay on
“First Fight. Then Fiddle.” might ask why the string is plied
with the “feathery sorcery” (line 2) of the “bow” (7). These
words suggest the art of a Native American trickster or
primitive sorcerer, while at the same time the instrument is a
disguised weapon: a stringed bow with feathered arrows (the
term “muzzle” is a similar pun, suggesting an animal’s snout
and the discharging end of a gun). Or is the fiddle—a violin
played in musical forms such as bluegrass—a metaphor for
popular art or folk resistance to official culture? In many
folktales a hero is taught to play the fiddle by the devil or tricks
15. the devil with a fiddle or similar instrument. Further, a
structuralist reading might attach great significance to the
sonnet form as a paradigm that has shaped poetic expression for
centuries. The classic “turn” or reversal of thought in a sonnet
may imitate the form of many narratives of departure and
return, separation and reconciliation. Brooks’s poem repeats in
the numerous short reversing imperatives, as well as in the
structure of octave versus sestet, the eternal oscillation between
love and death, creation and destruction.
Poststructuralism
By emphasizing the paradoxes of dualisms and the ways that
language constructs our awareness, structuralism planted the
seeds of its own destruction or, rather, deconstruction. Dualisms
(e.g., masculine/feminine, mind/body, culture/nature) cannot be
separate but equal; rather, they take effect as differences of
power in which one dominates the other. Yet as the German
philosopher of history Georg Wilhelm Friedrich Hegel (1770–
1831) insisted, the relations of the dominant and subordinate, of
master and slave, readily invert themselves. The master is
dominated by his need for the slave’s subordination; the
possession of subordinates defines his mastery. As Brooks’s
poem implies, each society reflects its own identity through an
opposing “they,” in a dualism of civilized/barbaric. The
instability of the speaker’s position in this poem (is he or she
among the conquerors or the conquered?) is a model of the
instability of roles throughout the human world. There is no
transcendent ground—except on another planet, perhaps—from
which to measure the relative positions of the polar opposites
on earth. Roland Barthes (1915–80) and others, influenced by
the radical movements of the 1960s and the increasing
complexity of culture in an era of mass consumerism and global
media, extended structuralism into more profoundly relativist
perspectives.
Poststructuralism is the broad term used to designate the
philosophical position that attacks the objective, universalizing
claims of most fields of knowledge since the eighteenth century.
16. Poststructuralists, distrusting the optimism of a positivist
philosophy that suggests the world is knowable and explicable,
ultimately doubt the possibility of certainties of any kind, since
language signifies only through a chain of other words rather
than through any fundamental link to reality. This argument
derives from structuralism, yet it also criticizes structuralist
universalism and avoidance of political issues. Ideology is a key
conceptual ingredient in the poststructuralist argument against
structuralism. Ideology is a slippery term that can broadly be
defined as a socially shared set of ideas that shape behavior;
often it refers to the values that legitimate the ruling interests in
a society, and in many accounts it is the hidden code that is
officially denied. (We discuss kinds of “ideological” criticism
later.) Poststructuralist theory has played a part in a number of
critical schools introduced below, not all of them focused on the
text. But in literary criticism, poststructuralism has marshaled
most forces under the banner of deconstruction.
Deconstruction
Deconstruction insists on the logical impossibility of knowledge
that is not influenced or biased by the words used to express it.
Deconstruction also claims that language is incapable of
representing any sort of reality directly. As practiced by its
most famous proponent, the French philosopher Jacques Derrida
(1930–2004), deconstruction endeavors to trace the way texts
imply the contradiction of their explicit meanings. The
deconstructionist delights in the sense of dizziness as the
grounds of conviction crumble away; aporia, or irresolvable
doubt, is the desired, if fleeting, end of an encounter with a
text. Deconstruction threatens humanism, or the worldview that
is centered on human values and the self-sufficient individual,
because it denies that there is an ultimate, solid reality on which
to base truth or the identity of the self. All values and identities
are constructed by the competing systems of meaning, or
discourses. This is a remarkably influential set of ideas that you
will meet again as we discuss other approaches.
The traditional concept of the author as creative origin of the
17. text comes under fire in deconstructionist criticism, which
emphasizes instead both the creative power of language or the
text and the ingenious work of the critic in detecting gaps and
contradictions in writing. Thus, like New Criticism,
deconstruction disregards the author and concentrates on textual
close reading, but unlike New Criticism, it emphasizes the role
of the reader as well. Moreover, the text need not be respected
as a pure and coherent icon. Deconstructionists might “read”
many kinds of writing and representation in other media in
much the same way that they might read John Milton’s Paradise
Lost—that is, irreverently. Indeed, when deconstruction erupted
in university departments of literature, traditional critics and
scholars feared the breakdown of the distinctions between
literature and criticism and between literature and many other
kinds of texts. Many attacks on literary theory have particularly
lambasted deconstructionists for apparently rejecting all the
reasons to care about literature in the first place and for writing
in a style so flamboyantly obscure that no one but specialists
can understand. Yet in practice Derrida and others have carried
harmony before them, to paraphrase Brooks; their readings can
delight in the play of figurative language, thereby enhancing
rather than debunking the value of literature.
A deconstructionist might read “First Fight. Then Fiddle.” in a
manner somewhat similar to the New Critic’s, but with even
more focus on puns and paradoxes and on the poem’s resistance
to organic unity. For instance, the two alliterative commands,
“fight” and “fiddle,” might be opposites, twins, or inseparable
consequences of each other. The word “fiddle” is tricky. Does it
suggest that art is trivial? Does it allude to a dictator who
“fiddles while Rome burns,” as the saying goes? Someone who
“fiddles” is not performing a grand, honest, or even competent
act: One fiddles with a hobby, with the account books, with car
keys in the dark. The artist in this poem defies the orthodoxy of
the sonnet form, instead making a kind of harlequin patchwork
out of different traditions, breaking the rhythm, intermixing
endearments and assaults.
18. To the deconstructionist the recurring broken antitheses of war
and art, art and war cancel each other out. The very metaphors
undermine the speaker’s summons to war. The command “Be
deaf to music and to beauty blind” (line 11), which takes the
form of a chiasmus, or X-shaped sequence (adjective, noun;
noun, adjective), is a kind of miniature version of this chiasmic
poem. (We are supposed to follow a sequence, fight then fiddle,
but instead reverse that by imagining ways to do violence with
art or to create beauty through destruction.) The poem, a lyric
written but imagined as spoken or sung, puts the senses and the
arts under erasure; we are somehow not to hear music (by
definition audible), not to see beauty (here a visual attribute).
“Maybe not too late” comes rather too late: At the end of the
poem it will be too late to start over, although “having first to
civilize a space / Wherein to play your violin with grace” comes
across as a kind of beginning (12–14). These comforting lines
form the only heroic couplet in the poem, the only two lines that
run smoothly from end to end. (All the other lines have
caesuras, enjambments, or balanced pairs of concepts, as in
“from malice and from murdering” [8].) But the violence behind
“civilize,” the switch to the high-art term “violin,” and the use
of the Christian term “grace” suggest that the pagan erotic art
promised at the outset, the “sorcery” of “hurting love” that can
“bewitch,” will be suppressed.
Like other formalisms, deconstruction can appear apolitical
or conservative because of its skepticism about the referential
connection between literature and the larger world. Yet
poststructuralist linguistics provides a theory of difference that
clearly pertains to the rankings of status and power in society,
as in earlier examples of masculine/feminine, master/slave. The
Other, the negative of the norm, is always less than an equal
counterpart. Deconstruction has been a tool for various
poststructuralist thinkers including the historian Michel
Foucault (1926–84), the feminist theorist and psychoanalyst
Julia Kristeva (b. 1941), and the psychoanalytic theorist Jacques
Lacan (1901–81).
19. Narrative Theory
Before concluding the discussion of text-centered approaches,
we should mention the schools of narratology and narrative
theory that have shaped study of the novel and other kinds of
narrative. Criticism of fiction has been in a boom period since
the 1950s, but the varieties of narrative theory per se have had
more limited effect than the approaches we have discussed
above. Since the 1960s different analysts of the forms and
techniques of narrative, most notably the Chicago formalists
and the structuralist narratologists, have developed terminology
for the various interactions of author, implied author, narrator,
and characters; of plot and the treatment of time in the selection
and sequence of scenes; of voice, point of view, or focus and
other aspects of fiction. As formalisms, narrative theories tend
to ignore the author’s biography, individual reader response,
and the historical context of the work or its actual reception.
Narratology began by presenting itself as a structuralist science;
its branches have grown from psychoanalytic theory or extended
to reader-response criticism. In recent decades studies of
narrative technique and form have responded to Marxist,
feminist, and other ideological criticism that insists on the
political contexts of literature. One important influence on this
shift has been the revival of the work of the Russian literary
theorist Mikhail Bakhtin (1895–1975), which considers the
novel as a dialogic form that pulls together the many discourses
and voices of a culture and its history. Part of the appeal of
Bakhtin’s work has been the fusion of textual close reading with
attention to material factors such as economics and class and a
sense of the open-endedness and contradictoriness of writing (in
the spirit of deconstruction more than of New Criticism). Like
other Marxist-trained European formalists, Bakhtin sought to
understand the complex literary modes of communication in the
light of politics and history.
EMPHASIS ON THE SOURCE
As the examples above suggest, a great deal can be drawn from
a text without referring to its source or author. For millennia
20. many anonymous works were shared in oral or manuscript form,
and even after printing spread in Europe few thought it
necessary to know the author’s name or anything about him or
her. Yet criticism from its beginnings in ancient Greece has
nonetheless been interested in the designing intention “behind”
the text. Even when no evidence remained about the author, a
legendary personality has sometimes been invented to satisfy
readers’ curiosity. From the legend of blind Homer to the latest
debates about who “really” wrote “Shakespeare’s” plays,
literary criticism has entailed interest in the author.
Biographical Criticism
This approach reached its height in an era when humanism
prevailed in literary studies (roughly the 1750s to the 1960s).
At this time there was widely shared confidence in the ideas
that art and literature were the direct expressions of the artist’s
or writer’s genius and that criticism of great works supported
veneration of the great persons who created them. The lives of
some famous writers became the models that aspiring writers
emulated. Criticism at times was skewed by social judgments,
as when John Keats was put down as a “Cockney” poet—that is,
Londonbred and lower-class. Women or minorities have at times
used pseudonyms or published anonymously to avoid having
their work judged only in terms of expectations, negative or
positive, of what a woman or person of color might write.
Biographical criticism can be diminishing in this respect. Others
have objected to reading literature as a reflection of the author’s
personality. Such critics have supported the idea that the
highest literary art is pure form, untouched by gossip or
personal emotion. In this spirit some early-twentieth-century
critics as well as Modernist writers such as T. S. Eliot, James
Joyce, and Virginia Woolf tried to dissociate the text from the
personality or political commitments of the author. (The
theories of these writers and their actual practices did not
always coincide.)
In the early twentieth century, psychoanalytic criticism
interpreted the text in light of the author’s emotional conflicts,
21. while other interpretations relied heavily on the author’s stated
intentions. (Although psychoanalytic criticism entails more than
analysis of the author, we will introduce it as an approach that
primarily concerns the human source[s] of literature; it usually
has less to say about the form and receiver of the text.) Author-
based readings can be reductive. All the accessible information
about a writer’s life cannot definitively explain the writings. As
a young man D. H. Lawrence might have hated his father and
loved his mother, but all men who hate their fathers and love
their mothers do not write fiction as powerful as Lawrence’s.
Indeed, Lawrence himself cautioned that we should “trust the
tale, not the teller.”
Any kind of criticism benefits to some extent, however, from
drawing on knowledge of the writer’s life and career. Certain
critical approaches, devoted to recognition of separate literary
traditions, make sense only in light of supporting biographical
evidence. Studies that concern traditions such as Irish literature,
Asian American literature, or literature by Southern women
require reliable information about the writers’ birth and
upbringing and even some judgment of the writers’ intentions to
write as members of such traditions. (We discuss feminist,
African American, and other studies of distinct literatures in the
“Historical and Ideological Criticism” section that follows,
although such studies recognize the biographical “source” as a
starting point.)
A reading of “First Fight. Then Fiddle.” can become rather
different when we know more about Gwendolyn Brooks. An
African American, she was raised in Chicago in the 1920s.
These facts begin to provide a context for her work. Some of the
biographical information has more to do with her time and place
than with her race and sex. Brooks began in the 1940s to
associate with Harriet Monroe’s magazine, Poetry, which had
been influential in promoting Modernist poetry. Brooks early
received acclaim for books of poetry that depict the everyday
lives of poor, urban African Americans; in 1950 she was the
first African American to win a Pulitzer Prize. In 1967 she
22. became an outspoken advocate for the Black Arts movement,
which promoted a separate tradition rather than integration into
the aesthetic mainstream. But even before this political
commitment, her work never sought to “pass” or to distance
itself from the reality of racial difference, nor did it become any
less concerned with poetic tradition and form when she
published it through small, independent black presses in her
“political” phase.
It is reasonable, then, to read “First Fight. Then Fiddle,”
published in 1949, in relation to the role of a racial outsider
mastering and adapting the forms of a dominant tradition.
Perhaps Brooks’s speaker addresses an African American
audience in the voice of a revolutionary, calling for violence to
gain the right to express African American culture. Perhaps the
lines “the music that they wrote / Bewitch, bewilder. Qualify to
sing / Threadwise” (lines 3–5) suggest the way that the
colonized may transform the empire’s music rather than the
other way around. Ten years before the poem was published, a
famous African American singer, Marian Anderson, had more
than “[q]ualif[ied] to sing” opera and classical concert music,
but had still encountered the color barrier in the United States.
Honored throughout Europe as the greatest living contralto,
Anderson was barred in 1939 from performing at Constitution
Hall in Washington, D.C., because of her race. Instead she
performed at the Lincoln Memorial on Easter Sunday to an
audience of seventy-five thousand people. It was not easy to
find a “space” in which to practice her art. Such a contextual
reference, whether or not intended, relates biographically to
Brooks’s role as an African American woman wisely reweaving
classical traditions “[t]hreadwise” rather than straining them
into “hempen” ropes (5). Beneath the manifest reference to the
recent world war, this poem refers to the segregation of the arts
in America. (Questions of source and historical context often
interrelate.)
Besides readings that derive from biographical and historical
information, there are still other ways to read aspects of the
23. source rather than the text or the receiver. The source of the
work extends beyond the life of the person who wrote it to
include not only the writer’s other works but also the
circumstances of contemporary publishing; contemporary
literary movements; the history of the composition, editing, and
publication of this particular text, with all the variations; and so
on. While entire schools of literary scholarship have been
devoted to each of these matters, any analyst of a particular
work should bear in mind what is known about the
circumstances of writers at a given time, the material conditions
of the work’s first publication, and the means of dissemination
ever since. It makes a difference in our interpretation to know
that a certain sonnet circulated in manuscript among a small
courtly audience or that a particular novel was serialized in a
weekly journal cheap enough for the masses to read it.
Psychoanalytic Criticism
With the development of psychology and psychoanalysis toward
the end of the nineteenth century, many critics were tempted to
apply psychological theories to literary analysis. Symbolism,
dreamlike imagery, emotional rather than rational logic, and a
pleasure in language all suggested that literature profoundly
evoked a mental and emotional landscape, often one of disorder
or abnormality. From mad poets to patients speaking in verse,
imaginative literature might be regarded as a representation of
shared irrational structures within all psyches (i.e., souls) or
selves. While psychoanalytic approaches have developed along
with structuralism and poststructuralist linguistics and
philosophy, they rarely focus on textual form. Rather, they
attribute latent or hidden meaning to unacknowledged desires in
some person, usually the author or source behind the character
in a narrative or drama. A psychoanalytic critic can also focus
on the response of readers and, in recent decades, usually
accepts the influence of changing social history on the
structures of sexual desire represented in the work.
Nevertheless, psychoanalysis has typically aspired to a
universal, unchanging theory of the mind and personality, and
24. criticism that applies it has tended to emphasize the authorial
source.
FREUDIAN CRITICISM
For most of the twentieth century, the dominant school of
psychoanalytic criticism was the Freudian, based on the work of
Sigmund Freud (1856–1939). Many of its practitioners assert
that the meaning of a literary work exists not on its surface but
in the psyche (some would even claim in the neuroses) of the
author. Classic psychoanalytic criticism read works as though
they were the recorded dreams of patients; interpreted the life
histories of authors as keys to the works; or analyzed characters
as though they, like real people, have a set of repressed
childhood memories. (In fact, many novels and most plays leave
out information about characters’ development from infancy
through adolescence, the period that psychoanalysis especially
strives to reconstruct.)
A well-known Freudian reading of Hamlet, for example, insists
that Hamlet suffers from an Oedipus complex, a Freudian term
for a group of repressed desires and memories that corresponds
with the Greek myth that is the basis of Sophocles’s play
Oedipus the King. In this view Hamlet envies his uncle because
he unconsciously wants to sleep with his mother, who was the
first object of his desire as a baby. The ghost of Hamlet Sr. may
then be a manifestation of Hamlet’s unconscious desire or of his
guilt over wanting to kill his father, the person who has a right
to the desired mother’s body. Hamlet’s madness is not just
acting but the result of this frustrated desire; his cruel
mistreatment of Ophelia is a deflection of his disgust at his
mother’s being “unfaithful” to him. Some Freudian critics stress
the author’s psyche and so might read Hamlet as the expression
of Shakespeare’s own Oedipus complex. In another mode
psychoanalytic critics, reading imaginative literature as
symbolic fulfillment of unconscious wishes much as
psychoanalysts read dreams, look for objects, spaces, or actions
that appear to relate to sexual anatomy or activity. Much as if
tracing out the extended metaphors of an erotic poem by John
25. Donne or a blues or Motown lyric, the Freudian reads
containers, empty spaces, or bodies of water as female; tools,
weapons, towers or trees, trains or planes as male.
JUNGIAN AND MYTH CRITICISM
Just as a Freudian assumes that all human psyches have similar
histories and structures, the Jungian critic assumes that we all
share a universal or collective unconscious (just as each of us
has an individual unconscious). According to Carl Gustav Jung
(1875–1961) and his followers, the unconscious harbors
universal patterns and forms of human experiences, or
archetypes. We can never know these archetypes directly, but
they surface in art in an imperfect, shadowy way, taking the
form of literary archetypes—the snake with its tail in its mouth,
rebirth, the mother, the double or doppelgänger, the descent into
hell. In the classic quest narrative, the hero struggles to free
himself (the gender of the pronoun is significant) from the
Great Mother to become a separate, self-sufficient being
(combating a demonic antagonist), surviving trials to gain the
reward of union with his ideal other, the feminine anima. In a
related school of archetypal criticism, influenced by Northrop
Frye (1912–91), the prevailing myth follows a seasonal cycle of
death and rebirth. Frye proposed a system for literary criticism
that classified all literary forms according to a cycle of genres
associated with the phases of human experience from birth to
death and the natural cycle of seasons (e.g., spring/romance).
These approaches have been useful in the study of folklore and
early literatures as well as in comparative studies of various
national literatures. While most myth critics focus on the hero’s
quest, there have been forays into feminist archetypal criticism.
These emphasize variations on the myths of Isis and Demeter,
goddesses of fertility or seasonal renewal, who take different
forms to restore either the sacrificed woman (Persephone’s
season in the underworld) or the sacrificed man (Isis’s search
for Osiris and her rescue of their son, Horus). Many twentieth-
century poets were drawn to the heritage of archetypes and
myths. Adrienne Rich’s Diving into the Wreck, for example,
26. self-consciously rewrites a number of gendered archetypes, with
a female protagonist on a quest into a submerged world.
Most critics today, influenced by poststructuralism, have
become wary of universal patterns. Like structuralists, Jungians
and archetypal critics strive to compare and unite the ages and
peoples of the world and to reveal fundamental truths. Rich, as
a feminist poet, suggests that the “book of myths” is an eclectic
anthology that needs to be revised. Claims of universality tend
to obscure the detailed differences among cultures and often
appeal to some idea of biological determinism. Such
determinism diminishes the power of individuals to design
alternative life patterns and even implies that no literature can
really surprise us.
LACANIAN CRITICISM
As it has absorbed the indeterminacies of poststructuralism
under the influence of thinkers such as Jacques Lacan (1901–
81) and Julia Kristeva (b. 1941), psychological criticism has
become increasingly complex. Few critics today are direct
Freudian analysts of authors or texts, and few maintain that
universal archetypes explain the meaning of a tree or water in a
text. Yet psychoanalytic theory continues to inform many
varieties of criticism, and most new work in this field is
affiliated with Lacanian psychoanalysis. Lacan’s theory unites
poststructuralist linguistics with Freudian theory. The Lacanian
critic, like a deconstructionist, perceives the text as defying
conscious authorial control, foregrounding the powerful
interpretation of the critic rather than the author or any other
reader. Accepting the Oedipal paradigm and the unconscious as
the realm of repressed desire, Lacanian theory aligns the
development and structure of the individual human subject with
the development and structure of language. To simplify a
purposefully dense theory: The very young infant inhabits the
Imaginary, in a preverbal, undifferentiated phase dominated by
a sense of union with the Mother. Recognition of identity begins
with the Mirror Stage, ironically with a disruption of a sense of
oneness. For when one first looks into a mirror, one begins to
27. recognize a split or difference between one’s body and the
image in the mirror. This splitting prefigures a sense that the
object of desire is Other and distinct from the subject. With
difference or the splitting of subject and object comes language
and entry into the Symbolic Order, since we use words to
summon the absent object of desire (as a child would cry
“Mama” to bring her back). But what language signifies most is
the lack of that object. The imaginary, perfectly nurturing
Mother would never need to be called.
As in the biblical Genesis, the Lacanian “genesis” of the subject
tells of a loss of paradise through knowledge of the difference
between subject and object or Man and Woman (eating of the
Tree of the Knowledge of Good and Evil leads to the sense of
shame that teaches Adam and Eve to hide their nakedness). In
Lacanian theory the Father governs language or the Symbolic
Order; the Word spells the end of a child’s sense of oneness
with the Mother. Further, the Father’s power claims
omnipotence, the possession of male prerogative symbolized by
the Phallus, which is not the anatomical difference between men
and women but the idea or construction of that difference. Thus
it is language or culture rather than nature that generates the
difference and inequality between the sexes. Some feminist
theorists have adopted aspects of Lacanian psychoanalytic
theory, particularly the concept of the gaze. This concept notes
that the masculine subject is the one who looks, whereas the
feminine object is to be looked at.
Another influential concept is abjection. The Franco-Bulgarian
psychoanalyst Julia Kristeva’s theory of abjection most simply
reimagines the infant’s blissful sense of union with the mother
and the darker side of that possible union. To return to the
mother’s body would be death, as metaphorically we are buried
in Mother Earth. Yet according to the theory, people both desire
and dread such loss of boundaries. A sense of self or
subjectivity and hence of independence and power depends on
resisting abjection. The association of the maternal body with
abjection or with the powerlessness symbolized by the female’s
28. Lack of the Phallus can help explain negative cultural images of
women. Many narrative genres seem to split the images of
women between an angelic and a witchlike type. Lacanian or
Kristevan theory has been well adapted to film criticism and to
fantasy and other popular forms favored by structuralism or
archetypal criticism.
Psychoanalytic literary criticism today—as distinct from
specialized discussion of Lacanian theory, for example—treads
more lightly than in the past. In James Joyce’s Araby, a young
Dublin boy, orphaned and raised by an aunt and uncle, likes to
haunt a back room in the house; there the “former tenant, [. . .]
a priest, had died” (par. 2). (Disused rooms at the margins of
houses resemble the unconscious, and a dead celibate “father”
suggests a kind of failure of the Law, conscience, or in Freudian
terms, superego.) The priest had left behind a “rusty bicycle-
pump” in the “wild garden” with “a central apple tree” (these
echoes of the garden of Eden suggesting the impotence of
Catholic religious symbolism). The boy seems to gain
consciousness of a separate self by gazing upon an idealized
female object, Mangan’s sister, whose “name was like a
summons to all my foolish blood” (par. 4). Though he secretly
watches and follows her, she is not so much a sexual fantasy as
a beautiful art object (par. 9). He retreats to the back room to
think of her in a kind of ecstasy that resembles masturbation.
Yet it is not masturbation: It is preadolescent, dispersed through
all orifices—the rain feels like “incessant needles [. . .] playing
in the sodden beds”; and it is sublimated, that is, repressed and
redirected into artistic or religious forms rather than directly
expressed by bodily pleasure: “All my senses seemed to desire
to veil themselves” (par. 6).
It is not in the back room but on the street that the girl finally
speaks to the hero, charging him to go on a quest to Araby.
After several trials, the hero, carrying the talisman, arrives in a
darkened hall “girdled at half its height by a gallery,” an
underworld or maternal space that is also a deserted temple
(par. 25). The story ends without his grasping the prize to carry
29. back, the “chalice” or holy grail (symbolic of female sexuality)
that he had once thought to bear “safely through a throng of
foes” (par. 5).
Such a reading seems likely to raise objections that it is
overreading: You’re seeing too much in it; the author didn’t
mean that. This has been a popular reaction to psychoanalysis
for over a hundred years, but it is only a heightened version of a
response to many kinds of criticism. This sample reading pays
close attention to the text, but does not really follow a formal
approach because its goal is to explain the psychological
implications or resonance of the story’s details. We have
mentioned nothing about the author, though we could have used
this reading to forward a psychoanalytic reading of Joyce’s
biography.
EMPHASIS ON THE RECEIVER
In some sense critical schools develop in reaction to the
perceived excesses of earlier critical schools. By the 1970s, in a
time of political upheaval that placed a high value on individual
expression, a number of critics felt that the various routes
toward objective criticism had proved to be dead ends. New
Critics, structuralists, and psychoanalytic or myth critics had
sought objective, scientific systems that disregarded changing
times, political issues, or the reader’s personal response. New
Critics and other formalists tended to value a literary canon
made up of works that were regarded as complete, unchanging
objects to be interpreted according to ostensibly timeless
standards.
Reader-Response Criticism
Among critics who challenge New Critical assumptions, reader-
response critics regard the work not as what is printed on the
page but as what is experienced, even created through each act
of reading. According to such critics, the reader effectively
performs the text into existence the way a musician creates
music from a score. Reader-response critics ask not what a work
means but what a work does to and through a reader. Literary
texts leave gaps that experienced readers fill according to
30. expectations or conventions. Individual readers differ, of
course, and gaps in a text provide space for different
interpretations. Some of these lacunae are temporary—such as
the withholding of the murderer’s name until the end of a
mystery novel—and are closed by the text sooner or later,
though each reader will in the meantime fill them differently.
But other lacunae are permanent and can never be filled with
certainty; they result in a degree of indeterminacy in the text.
The reader-response critic observes the expectations aroused by
a text; how they are satisfied or modified; and how the reader
comprehends the work when all of it has been read, and when it
is re-read. Such criticism attends to the reading habits
associated with different genres and to the shared assumptions
that, in a particular cultural context, help to determine how
readers fill in gaps in the text.
The role of the reader or receiver in the literary exchange has
also been studied from a political perspective. Literature helps
shape social identity, and social status shapes access to
different kinds of literature. Feminist critics adapted
readerresponse criticism, for example, to note that girls often do
not identify with many American literary classics as boys do,
and thus girls do not simply accept the stereotype of women as
angels, temptresses, or scolds who should be abandoned for the
sake of all-male adventures. Studies of African American
literature and other ethnic literatures have often featured
discussion of literacy and of the obstacles for readers who
either cannot find their counterparts within literary texts or
there encounter negative stereotypes of their group. Thus, as we
will discuss below, most forms of historical and ideological
criticism include some consideration of the reader.
Reception Studies
Where reader-response critics tend to analyze the experience of
a hypothetical reader of one sort or another, reception studies
instead explores how texts have been received by actual readers
and how literacy and reading have themselves evolved over
time. A critic in this school might examine documents ranging
31. from contemporary reviews to critical essays written across the
generations since the work was first published or diaries and
other documents in which readers describe their encounters with
particular works. Just as there are histories of publishing and of
the book, there are histories of literacy and reading practices.
Poetry, fiction, and drama often directly represent the theme of
reading as well as writing. Many published works over the
centuries have debated the benefits and perils of reading works
such as sermons or novels. Different genres and particular
works construct different classes or kinds of readers in the way
they address them or supply what they are supposed to want.
Some scholars have found quantitative measures for reading,
from sales and library lending rates to questionnaires.
HISTORICAL AND IDEOLOGICAL CRITICISM
The approaches to the text, the author, and the reader outlined
above may each take some note of historical contexts, including
changes in formal conventions, the writer’s milieu, or audience
expectations. In the nineteenth century, historical criticism took
the obvious facts that a work is created in a specific historical
and cultural context and that the author is a part of that context
as reasons to treat literature as a reflection of society and its
history. Twentieth-century formalists rejected this reflectivist
model of art—that is, the assumption that literature and other
arts straightforwardly represent, as in a mirror, the collective
spirit of a society at a given time. But as we have remarked, the
formalist tendency to isolate the work of art from social and
historical context met resistance in the last decades of the
twentieth century. The new historical approaches that developed
out of that resistance replace the reflectivist model with a
constructivist model, whereby literature and other cultural
discourses are seen to help construct social relations and roles
rather than merely reflect them. A society’s ideology, its system
of representations (ideas, myths, images), is inscribed in
literature and other cultural forms, which in turn help shape
identities and social practices.
From the 1980s until quite recently, historical approaches have
32. dominated literary studies. Some such approaches have been
insistently materialist—that is, seeking causes more in concrete
conditions such as technology, production, and distribution of
wealth. Such criticism usually owes an acknowledged debt to
Marxism, the large and complex body of concepts and theories
built on the work of Karl Marx (1818–83). Other historical
approaches have been influenced to a degree by Marxist critics
and cultural theorists, but work within the realm of ideology,
textual production, and interpretation, using some of the
methods and concerns of traditional literary history. Still others
emerge from the civil rights movement and the struggles for
recognition of women and racial, ethnic, and sexual
constituencies.
Feminist studies, African American studies, gay and lesbian
studies, and studies of the cultures of different immigrant and
ethnic populations within and beyond the United States have
each developed along similar theoretical lines. These schools,
like Marxist criticism, adopt a constructivist position:
Literature, they argue, is not simply a reflection of prejudices
and norms; it also helps define social norms and identities, such
as what it means to be an African American woman. Each of
these schools has moved through stages of first claiming
equality with the literature dominated by white Anglo American
men, then affirming the difference or distinctiveness of their
own separate culture, and then theoretically questioning the
terms and standards of such comparisons. At a certain point in
its development, each group rejects essentialism, the notion of
innate or biological bases for differentiating sexes, races, or
other groups. This rejection of essentialism is usually called the
constructivist position, in a somewhat different but related
sense to our definition above. Constructivism maintains that
identity is socially formed rather than biologically determined.
Differences of anatomical sex, skin color, first language,
parental ethnicity, and eventual sexual preferences have great
impact on how one is classified, brought up, and treated
socially, and on one’s subjectivity or sense of identity.
33. Constructivists maintain that these differences, however, are
constructed more by ideology and the resulting behaviors than
by any natural programming.
Marxist Criticism
The most insistent and vigorous historical approach through the
twentieth century to the present has been Marxism. With roots
in nineteenth-century historicism, Marxist criticism was
initially reflectivist. Economics, the underlying cause of
history, was thus considered the base; and culture, including
literature and the other arts, was regarded as the superstructure,
an outcome or reflection of the base. Viewed from this simple
Marxist perspective, the literary works of a period are
economically determined; they reflect the state of the struggle
between classes in as particular place and time. History enact
recurrent three-step cycles, a pattern that Hegel had defined as
dialectic (Hegel was cited above on the interdependence of
master and slave). Each socioeconomic phase, or thesis, is
counteracted by its antithesis, and the resulting conflict yields a
synthesis, which becomes the ensuing thesis, and so on. As with
early Freudian criticism, early Marxist criticism was often
preoccupied with labeling and exposing illusions or deceptions.
A novel might be read as a thinly disguised defense of the
power of bourgeois industrial capital; its appeal on behalf of the
suffering poor might be dismissed as an effort to fend off class
rebellion.
As a rationale for state control of the arts, Marxism was abused
in the Soviet Union and other totalitarian states. In the hands of
sophisticated critics, however, Marxism has been richly
rewarding. Various schools that unite formal close reading and
political analysis developed in the early twentieth century under
Soviet communism and under fascism in Europe, often in covert
resistance. These schools in turn have influenced critical
movements in North America; New Criticism, structuralist
linguistics, deconstruction, and narrative theory have each
borrowed from European Marxist critics.
Most recently, a new mode of Marxist theory has developed,
34. largely guided by the thinking of Walter Benjamin (1892–1940)
and Theodor Adorno (1903–69) of the Frankfurt School in
Germany, Louis Althusser (1918–90) in France, and Raymond
Williams (1921–88) in Britain. This work has generally tended
to modify the base/superstructure distinction and to interrelate
public and private life, economics and culture. Newer Marxist
(or so-called Marxian) interpretation assumes that the relation
of a literary work to its historical context is overdetermined—
the relation has multiple determining factors rather than a sole
cause or aim. This thinking similarly acknowledges that neither
the source nor the receiver of the literary interaction is a mere
tool or victim of the ruling powers or state. Representation of
all kinds, including literature, always has a political dimension,
according to this approach; conversely, political and material
conditions such as work, money, or institutions depend on
representation.
Showing some influence of psychoanalytic and poststructuralist
theories, recent Marxist literary studies examine the effects of
ideology by focusing on the works’ gaps and silences: Ideology
may be conveyed in what is repressed or contradicted. In many
ways, Marxist criticism has adapted to the conditions of
consumer rather than industrial capitalism and to global rather
than national economies. The worldwide revolution that was to
come when the proletariat or working classes overthrew the
capitalists has never taken place; in many countries industrial
labor has been swallowed up by the service sector, and workers
reject the political Left that would seem their most likely ally.
Increasingly, Marxist criticism has acknowledged that the
audience of literature may be active rather than passive, just as
the text and source may be more than straightforward
instructions for toeing a given political line. Marxist criticism
has been especially successful with the novel, since that genre
more than drama or short fiction is capable of representing
numerous people from different classes as they develop over
long periods of time.
Feminist Criticism
35. Like Marxist criticism and the schools discussed below,
feminist criticism derives from a critique of a history of
oppression, in this case the history of women’s inequality.
Feminist criticism has no single founder like Freud or Marx; it
has been practiced to some extent since the 1790s, when praise
of women’s cultural achievements went hand in hand with
arguments that women were rational beings deserving equal
rights and education. Modern feminist criticism emerged from a
“second wave” of feminist activism, in the 1960s and 1970s,
associated with the civil rights and antiwar movements. One of
the first disciplines in which women’s activism took root was
literary criticism, but feminist theory and women’s studies
quickly became recognized methods across the disciplines.
Feminist literary studies began by denouncing the
misrepresentation of women in literature and affirming the
importance of women’s writings, before quickly adopting the
insights of poststructuralist theory; yet the early strategies
continue to have their use. At first, feminist criticism in the
1970s, like early Marxist criticism, regarded literature as a
reflection of patriarchal society’s sexist base; the demeaning
images of women in literature were symptoms of a system that
had to be overthrown. Feminist literary studies soon began,
however, to claim the equal but distinctive qualities of writings
by women. Critics such as Elaine Showalter (b. 1941),
Sandra M. Gilbert (b. 1936), and Susan Gubar (b. 1944)
explored canonical works by women, relying on close reading
with some aid from historical and psychoanalytic methods.
By the 1980s it was widely recognized that a New Critical
method would leave most of the male-dominated canon intact
and most women writers still in obscurity, because many women
had written in different genres and styles, on different themes,
and for different audiences than had male writers. To affirm the
difference or distinctiveness of female literary traditions, some
feminist studies championed what they hailed as women’s
innate or universal affinity for fluidity and cycle rather than
solidity and linear progress. Others concentrated on the role of
36. the mother in human psychological development. According to
this argument, girls, not having to adopt a gender role different
from that of their first object of desire, the mother, grow up
with less rigid boundaries of self and a relational rather than
judgmental ethic.
The dangers of such essentialist generalizations soon became
apparent. If women’s differences from men were biologically
determined or due to universal archetypes, there was no solution
to women’s oppression, which many cultures had justified in
terms of biological reproduction or archetypes of nature. At this
point in the debate, feminist literary studies intersected with
poststructuralist linguistic theory in questioning the terms and
standards of comparison. French feminist theory, articulated
most prominently by Hélène Cixous (b. 1937) and Luce Irigaray
(b. 1932?), deconstructed the supposed archetypes of gender
written into the founding discourses of Western culture. We
have seen that deconstruction helps expose the power imbalance
in every dualism. Thus man is to woman as culture is to nature
or mind is to body, and in each case the second term is held to
be inferior or Other. The language and hence the worldview and
social formations of our culture, not nature or eternal
archetypes, constructed woman as Other. This insight was
helpful in challenging essentialism or biological determinism.
Having reached a theoretical criticism of the terms on which
women might claim equality or difference from men in the field
of literature, feminist studies also confronted other issues in the
1980s. Deconstructionist readings of gender difference in texts
by men as well as women could lose sight of the real world, in
which women are paid less and are more likely to be victims of
sexual violence. With this in mind, some feminist critics
pursued links with Marxist or African American studies; gender
roles, like those of class and race, were interdependent systems
for registering the material consequences of people’s
differences. It no longer seemed so easy to say what the term
“women” referred to, when the interests of different kinds of
women had been opposed to each other. African American
37. women asked if feminism was really their cause, when white
women had so long enjoyed power over both men and women of
their race and when the early women’s movement largely
ignored the experience and concerns of women of color. In a
classic Marxist view, women allied with men of their class
rather than with women of other classes. It became more
difficult to make universal claims about women’s literature, as
the horizon of the college-educated North American feminists
expanded to recognize the range of conditions of women and of
literature worldwide. Intersectional feminist criticism concerns
itself with race, class, and nationality, as well as gender, and
the way these differences shape each other and intersect in the
experience and representation of particular individuals and
groups.
Gender Studies and Queer Theory
From the 1970s, feminists sought recognition for lesbian writers
and lesbian culture, which they felt had been even less visible
than male homosexual writers and gay culture. Concurrently,
feminist studies abandoned the simple dualism of male/ female,
part of the very binary logic of patriarchy that seemed to cause
the oppression of women. Thus feminists recognized a zone of
inquiry, the study of gender, as distinct from historical studies
of women, and increasingly they included masculinity as a
subject of investigation. As gender studies turned to
interpretation of the text in ideological context regardless of the
sex or intention of the author, it incorporated the ideas of
French philosopher Michel Foucault’s History of Sexuality
(1976). Foucault (1926–84) helped show that there was nothing
natural, universal, or timeless in the constructions of sexual
difference or sexual practices. Foucault also historicized the
concept of homosexuality, which only in the later nineteenth
century came to be defined as a disease associated with a
distinctive personality type. Literary scholars began to study the
history of sexuality as a key to the shifts in modern culture that
had also shaped literature.
By the 1980s gender had come to be widely regarded as a
38. discourse that imposed binary social norms on human diversity.
Theorists such as Donna Haraway (b. 1944) and Judith Butler
(b. 1956) insisted further that sex and sexuality have no natural
basis; even the anatomical differences are representations from
the moment the newborn is put in a pink or blue blanket.
Moreover, these theorists claimed that gender and sexuality are
performative and malleable positions, enacted in many more
than two varieties. From cross-dressing to surgical sex changes,
the alternatives chosen by real people have influenced critical
theory and generated both writings and literary criticism about
those writings. Perhaps biographical and feminist studies face
new challenges when identity seems subject to radical change
and it is less easy to determine the sex of an author.
Gay and lesbian literary studies have included practices that
parallel those of feminist criticism. At times critics identify
oppressive or positive representations of homosexuality in
works by men or women, gay, lesbian, or straight. At other
times critics seek to establish the equivalent stature of a work
by a gay or lesbian writer or, because these identities tended to
be hidden in the past, to reveal that a writer was gay or lesbian.
Again stages of equality and difference have yielded to a
questioning of the terms of difference, in this case in what has
been called queer theory. The field of queer theory hopes to
leave everyone guessing rather than to identify gay or lesbian
writers, characters, or themes. One of its founding texts,
Between Men (1985), by Eve Kosofsky Sedgwick (1950–2009),
drew on structuralist insight into desire as well as
anthropological models of kinship to show that, in canonical
works of English literature, male characters form “homosocial”
(versus homosexual) bonds through their rivalry for and
exchange of a woman. Queer theory, because it rejects the idea
of a fixed identity or innate or essential gender, likes to
discover resistance to heterosexuality in unexpected places.
Queer theorists value gay writers such as Oscar Wilde, but they
also find queer implications regardless of the author’s
acknowledged identity. This approach emphasizes not the
39. surface signals of the text but the subtler meanings an audience
or receiver might detect. It encompasses elaborate close reading
of many varieties of literary work; characteristically, a leading
queer theorist, D. A. Miller (b. 1948), has written in loving
detail about both Jane Austen and Broadway musicals.
African American and Ethnic Literary Studies
Critics sought to define an African American literary tradition
as early as the turn of the twentieth century. The 1920s Harlem
Renaissance produced some of the first classic essays on
writings by African Americans. Criticism and histories of
African American literature tended to ignore and dismiss
women writers, while feminist literary histories, guided by
Virginia Woolf’s classic A Room of One’s Own (1929),
neglected women writers of color. Only after feminist critics
began to succeed in the academy and African American studies
programs were established did the whiteness of feminist studies
and the masculinity of African American studies become
glaring; both fields have for some time worked to correct this
narrowness of vision, in part by learning from each other. The
study of African American literature followed the general
pattern that we have noted, first striving to claim equality, on
established aesthetic grounds, of works such as Ralph Ellison’s
magnificent Invisible Man (1952). Then in the 1960s the Black
Arts or Black Aesthetic emerged. Once launched in the
academy, however, African American studies has been devoted
less to celebrating an essential racial difference than to tracing
the historical construction of a racial Other and a subordinated
literature. The field sought to recover neglected genres such as
slave narratives and traced common elements in fiction or
poetry to the conditions of slavery and segregation. By the
1980s, feminist and poststructuralist theory had an impact in the
work of some African American critics such as Henry Louis
Gates, Jr. (b. 1950), Houston A. Baker, Jr. (b. 1943), and Hazel
V. Carby (b. 1948), while others objected that the doubts raised
by “theory” stood in the way of political commitment. African
Americans’ cultural contributions to America have gained much
40. more recognition than before. New histories of American
culture have been written with the view that racism is not an
aberration but inherent to the guiding narratives of national
progress. Many critics now regard race as a discourse with only
slight basis in genetics but with weighty investments in
ideology. This poststructuralist position coexists with
scholarship that takes into account the race of the author or
reader or that focuses on African American characters or
themes.
In recent years a series of fields has arisen in recognition of the
literatures of other American ethnic groups, large and small:
Asian Americans, Native Americans, Latinos, and Chicanos.
Increasingly, such studies avoid romanticizing an original, pure
culture or assuming that these literatures by their very nature
undermine the values and power of the dominant culture.
Instead, critics emphasize the hybridity of all cultures in a
global economy. The contact and intermixture of cultures across
geographical borders and languages (translations, “creole”
speech made up of native and acquired languages, dialects) may
be read as enriching literature and art, despite being caused by
economic exploitation. In method and in aim these fields have
much in common with African American studies, though each
cultural and historical context is very different. Each field
deserves the separate consideration that we cannot offer here.
• • •
Not so very long ago, critics might have been charged with a
fundamental misunderstanding of the nature of literature if they
pursued matters considered the business of sociologists,
matters—such as class, race, sexuality, and gender—that
seemed extrinsic to the text. The rise of the above-noted fields
has made it standard practice for critics to address questions
about class, race, sexuality, and gender in placing a text, its
source, and its reception in historical and ideological context.
One brief example might illustrate the way Marxist, feminist,
queer, and African American criticism can contribute to a
literary reading.
41. Tennessee Williams’s A Streetcar Named Desire was first
produced in 1947 and won the Pulitzer Prize in 1948. Its
acclaim was partly due to its fashionable blend of naturalism
and symbolism: The action takes place in a shabby tenement on
an otherworldly street, Elysian Fields—in an “atmosphere of
decay” laced with “lyricism,” as Williams’s stage directions put
it (1.1). After the Depression and World War II, American
audiences welcomed a turn away from world politics into the
psychological core of human sexuality. This turn to ostensibly
individual conflict was a kind of alibi for at least two sets of
issues that Williams and middle-class theatergoers in New York
and elsewhere sought to avoid. First are racial questions that
relate to ones of gender and class: What is the play’s attitude to
race, and what is Williams’s attitude? Biography seems
relevant, though not the last word on what the play means.
Williams’s family had included slaveholding cotton growers,
and he chose to spend much of his adult life in the South, which
he saw as representing a beautiful but dying way of life. He was
deeply attached to women in his family who might be models
for the brilliant, fragile, cultivated Southern white woman,
Blanche DuBois. Blanche (“white” in French), representative of
a genteel, feminine past that has gambled, prostituted,
dissipated itself, speaks some of the most eloquent lines in the
play when she mourns the faded Delta plantation society.
Neither the playwright nor his audience wished to deal with
segregation in the South, a region that since the Civil War had
stagnated as a kind of agricultural working class in relation to
the dominant North—which had its racism, too.
The play scarcely notices race. The main characters are white.
The cast includes a “Negro Woman” as servant and a blind
Mexican woman who offers artificial flowers to remember the
dead, but these figures seem more like props or symbols than
fully developed characters. Instead, racial difference is
transposed into ethnic and class difference in the story of a
working-class Pole intruding into a family clinging to French
gentility. Stella warns Blanche that she lives among
42. “heterogeneous types” and that Stanley is “a different species”
(1.1). The play thus transfigures contemporary anxieties about
miscegenation, as the virile (black) man dominates the ideal
white woman and rapes the spirit of the plantation South. A
former soldier who works in a factory, Stanley represents as
well the defeat of the old, agricultural economy by
industrialization.
The second set of issues that neither the playwright nor his
audience confronts directly is the disturbance of sexual and
gender roles that would in later decades lead to movements for
women’s and gay rights. It was well-known in New Orleans at
least that Williams was gay. In the 1940s he lived with his
lover, Pancho Rodriguez y Gonzales, in the French Quarter.
Like many homosexual writers in other eras, Williams recasts
homosexual desire in heterosexual costume. Blanche,
performing femininity with a kind of camp excess, might be a
fading queen pursuing and failing to capture younger men.
Stanley, hypermasculine, might caricature the object of desire
of both men and women as well as the anti-intellectual, brute
force in postwar America. His conquest of women (he had “the
power and pride of a richly feathered male bird among hens”
[1.1]) appears to be biologically determined. By the same token
it seems natural that Stanley and his buddies go out to work and
that their wives are homemakers in the way now seen as typical
of the 1950s. In this world, artists, homosexuals, or unmarried
working women like Blanche would be both vulnerable and
threatening. Blanche, after all, has secret pleasures—drinking
and sex—that Stanley indulges in openly. Blanche is the one
who is taken into custody by the medical establishment, which
in this period diagnosed homosexuality as a form of insanity.
New Historicism
Three interrelated schools of historical and ideological criticism
have been important innovations in the past two decades. These
are part of the swing of the pendulum away from formal
analysis of the text and toward historical analysis of context.
New historicism has less obvious political commitments than
43. Marxism, feminism, or queer theory, but it shares their interest
in the power of discourse to shape ideology. Old historicism, in
the 1850s–1950s, confidently told a story of civilization’s
progress from a Western point of view; a historicist critic would
offer a close reading of the plays of Shakespeare and then locate
them within the prevailing Elizabethan “worldview.” “New
Historicism,” labeled in 1982 by Stephen Greenblatt (b. 1943),
rejected the technique of plugging samples of a culture into a
history of ideas. Influenced by poststructuralist anthropology,
New Historicism tried to offer a multilayered impression or
“thick description” of a culture at one moment in time,
including popular as well as elite forms of representation. As a
method, New Historicism belongs with those that deny the unity
of the text, defy the authority of the source, and license the
receiver—much like deconstructionism. Accordingly, New
Historicism doubts the accessibility of the past, insisting that all
we have is discourse. One model for New Historicism was the
historiography of Michel Foucault, who insisted on the power of
discourses—that is, not only writing but all structuring myths or
ideologies that underlie social relations. The New Historicist,
like Foucault, is interested in the transition from the external
powers of the state and church in the feudal order to modern
forms of power. The rule of the modern state and middle-class
ideology is enforced insidiously by systems of surveillance and
by each individual’s internalization of discipline.
No longer so “new,” New Historicism has helped to produce a
more narrative and concrete style of criticism even among those
who espouse poststructuralist and Marxist theories. A New
Historicist article begins with an anecdote, often a description
of a public spectacle, and teases out the many contributing
causes that brought disparate social elements together in that
way. It usually applies techniques of close reading to forms that
would not traditionally have received such attention. Although
it often concentrates on events several hundred years ago, in
some ways it defies historicity, flouting the idea that a complete
objective impression of the entire context could ever be
44. achieved.
Cultural Studies
Popular culture often gets major attention in the work of New
Historicists. Yet today most studies of popular culture would
acknowledge their debt instead to cultural studies, as filtered
through the now-defunct Center for Contemporary Cultural
Studies, founded in 1964 by Stuart Hall (1932–2014) and others
at the University of Birmingham in England. Method, style, and
subject matter may be similar in New Historicism and cultural
studies: Both attend to historical context, theoretical method,
political commitment, and textual analysis. But whereas the
American movement shares Foucault’s paranoid view of state
domination through discourse, the British school, influenced by
Raymond Williams and his concept of “structures of feeling,”
emphasizes the way that ordinary people, the receivers of
cultural forms, can and do resist dominant ideology. The
documents examined in a cultural-studies essay may be recent,
such as artifacts of tourism at Shakespeare’s birthplace, rather
than sixteenth-century maps. Cultural studies today influences
history, sociology, communications and media, and literature
departments; its studies may focus on television, film, romance
novels, and advertising, or on museums and the art market,
sports and stadiums, New Age religious groups, or other forms
and practices.
The questions raised by cultural studies might encourage a critic
to place a poem like Marge Piercy’s Barbie Doll in the context
of the history of that toy, a doll whose slender, impossibly long
legs, tiptoe feet (not unlike the bound feet of Chinese women of
an earlier era), small nose, and torpedo breasts epitomized a
1950s ideal of the female body. A critic influenced by cultural
studies might align the poem with other works published around
1973 that express feminist protest concerning cosmetics, body
image, consumption, and the objectification of women, while
she or he would draw on research into the creation, marketing,
and use of Mattel toys. The poem reverses the Sleeping Beauty
story: This heroine puts herself into the coffin rather than
45. waking up. The poem omits any hero—Ken?—who would rescue
her. “Barbie Doll” protests the pressure a girl feels to fit into a
heterosexual plot of romance and marriage; no one will buy her
if she is not the right toy or accessory.
Indeed, accessories such as “GE stoves and irons” (line 3)
taught girls to plan their lives as domestic consumers, and
Barbie’s lifestyle is decidedly middle-class and suburban
(everyone has a house, car, pool, and lots of handbags). The
whiteness of the typical “girlchild” (1) goes without saying.
Although Mattel produced Barbie’s African American friend,
Christie, in 1968, Piercy’s title makes the reader imagine
Barbie, not Christie. In 1997 Mattel issued Share a Smile
Becky, a friend in a wheelchair, as though in answer to the
humiliation of the girl in Piercy’s poem, who feels so deformed,
in spite of her “strong arms and back, / abundant sexual drive
and manual dexterity” (8–9), that she finally cripples herself.
The icon, in short, responds to changing ideology. Perhaps
responding to generations of objections like Piercy’s, Barbies
over the years have been given feminist career goals, yet
women’s lives are still plotted according to physical image.
In this manner a popular product might be “read” alongside a
literary work. The approach would be influenced by Marxist,
feminist, gender, and ethnic studies, but it would not be driven
by a desire to destroy Barbie as sinister, misogynist propaganda.
Piercy’s kind of protest against indoctrination has gone out of
style. Girls have found ways to respond to such messages and
divert them into stories of empowerment. Such at least is the
outlook of cultural studies, which usually affirms popular
culture. A researcher could gather data on Barbie sales and
could interview girls or videotape their play in order to
establish the actual effects of the dolls. Whereas traditional
anthropology examined non-European or preindustrial cultures,
cultural studies may direct its fieldwork, or ethnographic
research, inward, at home. Nevertheless, many contributions to
cultural studies rely on methods of textual close reading or
Marxist and Freudian literary criticism developed in the mid-
46. twentieth century.
Postcolonial Criticism and Studies of World Literature
In the middle of the twentieth century, the remaining colonies
of the European nations struggled toward independence. French-
speaking Frantz Fanon (1925–61) of Martinique was one of the
most compelling voices for the point of view of the colonized or
exploited countries, which like the feminine Other had been
objectified and denied the right to look and talk back. Edward
Said (1935–2003), in Orientalism (1978), brought
poststructuralist analysis to bear on the history of colonization,
illustrating the ways that Western culture feminized and
objectified the East. Postcolonial literary studies developed into
a distinct field in the 1990s in tandem with globalization and
the replacement of direct colonial power with international
corporations and NGOs (nongovernmental agencies such as the
World Bank). In general this field cannot share the optimism of
cultural studies, given the histories of slavery and economic
exploitation of colonies and the violence committed in the name
of civilization and progress. Studies by Gayatri Chakravorty
Spivak (b. 1942) and Homi K. Bhabha (b. 1949) have further
mingled Marxist, feminist, and poststructuralist theory to re-
read both canonical Western works and the writings of
marginalized peoples. Colonial or postcolonial literatures may
include works set or published in countries during colonial rule
or after independence, or they may feature texts produced in the
context of international cultural exchange, such as a novel in
English by a woman of Chinese descent writing in Malaysia.
Like feminist and queer studies and studies of African American
or other ethnic literatures, postcolonial criticism is inspired by
recovery of neglected works, redress of a systematic denial of
rights and recognition, and increasing realization that the
dualisms of opposing groups reveal interdependence. In this
field the stage of difference came early, with the celebrations of
African heritage known as Négritude, but the danger of that
essentialist claim was soon apparent: The Dark Continent or
wild island might be romanticized and idealized as a source of
47. innate qualities of vitality long repressed in Enlightened
Europe. Currently, most critics accept that the context for
literature in all countries is hybrid, with immigration and
educational intermixing. Close readings of texts are always
linked to the author’s biography and literary influences and
placed within the context of contemporary international politics
as well as colonial history. Many fiction writers, from Salman
Rushdie (b. 1947) to Jhumpa Lahiri (b. 1967) and Zadie Smith
(b. 1975), make the exploration of cultural mixture or hybridity
central to their work, whether in a pastiche of Charles Dickens
or a story of an Indian family growing up in New Jersey and
returning as tourists to their supposed “native” land.
Poststructuralist theories of trauma, and theories of the
interrelation of narrative and memory, provide explanatory
frames for interpreting writings from Afghanistan to Zambia.
Studies of postcolonial culture retain a clear political mission
that feminist and Marxist criticism have found difficult to
sustain. Perhaps this is because the scale of the power relations
is so vast, between nations rather than the sexes or classes
within those nations. Imperialism can be called an absolute evil,
and the destruction of local cultures a crime against humanity.
Today some of the most exciting literature in English emerges
from countries once under the British Empire, and all the
techniques of criticism will be brought to bear on it.
• • •
If history is any guide, in later decades some critical school will
attempt to read the diverse literatures of the early twenty-first
century in pure isolation from authorship and national origin, as
self-enclosed form. The themes of hybridity, indeterminacy,
trauma, and memory will be praised as universal. It is even
possible that readers’ continuing desire to revere authors as
creative geniuses in control of their meanings will regain
respectability among specialists. The elements of the literary
exchange—text, source, and receiver—are always there to
provoke questions that generate criticism, which in turn
produces articulations of the methods of that criticism. It is an